Communication and Language

1. CommunicationandLanguage Strategies and Approaches for Students who are Deafblind

2. Communication� �is the act of making one�s thoughts, experiences, feelings, needs, and desires known to another person or other people.

3. Human Communication� Surrounds us Defines our existence Supports our survival Describes our experience Influences our understanding of the world around us.

4. Communication Physical Social Context Context Who -- What -- Why -- Where -- How

5. Communication:Some Basic Assumptions & Underlying Values Communication is a defining characteristic of our humanity. All people can and do communicate. All people have the basic right to communicate. Communication allows people to exercise control over their lives (environments). People present an inherent desire to communicate because it feels good (satisfies an innate basic instinct). People communicate in may different ways; some more efficient than others, some more effective than others. People communicate most readily in natural environments. The only prerequisite for developing communication skills is having sufficient opportunities to communicate (Mirenda, Iacono, & Williams, 1990).

6. THE BALANCE OF CONTROL Communication allows us to exert a balanced amount of control over our environment.

7. Let�s demonstrate how well we communicate.

8. Food for thought� Can you have communication without language? Can you have language without communication?

9. Language is an avenue to communication.

10. Language is� �a symbol system that is Structured and rule governed; Mutually agreed upon; Not restricted to speech; Capable of representing one�s knowledge of the world.

11. Language is the cultural glue that binds people together� �and signals their presence.

12. Language is an avenue to FULL COMMUNICATION & is� Is generative�we can communicate an infinite number of ideas with a finite number of symbols. Without language, we can only communicate about the �here and now.� Allows us to communicate about past events and future events.

13. Language is not taught. Language is caught!

14. Language Always keep your eyes on the prize!

15. Communication Skills for the Student who is Deafblind and not yet using Language Necessary skills and competencies for students who have difficulty using language: A Social Signal System � a consistent mode of response to exert control or get a need met. Foster gestures. AAC � Augmentative or Alternative Communication�a system Language development

17. What can influence the development of communication?

18. Let�s focus on the critical components of COMMUNICATION: A way to communicate�FORMS Reasons to communicate�FUNCTIONS Something to communicate�CONTENT Somewhere to communicate�ACTIVITIES Someone to communicate with�PARTNERS

19. Forms of Communication(How?) Speech Sign language Gestures Facial expression Body movement Eye gaze Point Pictures Objects

20. Some Receptive and Expressive Communication Forms

21. There are some receptive communication forms that are Deafblindness Specific and Language-Based

22. A Note about Communication Forms: Everyone uses multiple communication forms. The child with deafblindness is no exception. Limiting him/her to 1 form, limits communication potential.

23. Functions of Communication (Why?) Obtain food/drink/object Gain attention Protest Get Information Give Information Social comment

24. Four Basic Reasons for Communicating: A Good Place to Start To REFUSE things you don�t want; To OBTAIN things you do want; To engage in SOCIAL interaction; To provide or seek INFORMATION.

25. A Note about Communication Functions� Communicative functions should be fair and balanced. They need to know how to protest as much as they need to know how to ask for help.

26. Content of Communication(What?) Persons Places Things/objects Activity Interests/Hobbies Emotions

27. What does it take to build CONTENT and foster COMMUNICATION? A close and trusting relationship with the child. Consistent daily routines with full involvement. Cues to anticipate what is going on. Opportunities to have some control over the environment.

28. Hints for Enhancing Communication in Students with Deafblindness Recognize and acknowledge that communication is a social behavior � We communicate with each other because it gives us purpose. Communication acts can (and should) be produced in a variety of modes (forms) � We all communicate in a variety of ways and use a combination of methods. Non-linguistic forms of communication must be acknowledged, supported, developed, and valued � If you see a behavior, respond and INFER A MESSAGE. Communication systems must initially be developed and continually expanded with a focus on expressive communication � We should target our teaching on both receptive and expressive communication.

29. The Communication Environment Notice the child�s actions during classroom activities.

30. The Communication Environment ASK THESE QUESTIONS: How many different people interact with the child? How many interactions occur during an instructional activity? How many opportunities does the child have to communicate?

31. What Can the Intervener Do? Increase communication OPPORTUNITIES. Increase WAYS the child can communicate. Increase the REASONS he/she has to communicate. Increase the number of PEOPLE, THINGS, AND ACTIVITIES. Increase your ATTENTION and SUPPORT POSITIVE ATTEMPTS to communicate.

32. What else? INTERACT OFTEN. Foster as much PARTICIPATION in the activity as possible. Make sure the child has a NAME SIGN. Communicate BEFORE the activity, DURING the activity, and signal when the activity is FINISHED. Establish a SCHEDULE of routine activities.

33. Effective Communication Systems Child specific Appropriate for age and social skills Embedded in all routine activities Satisfies both receptive and expressive communication needs Used consistently across environments & people User friendly for everyone Portable Make optimal use of the student�s vision, hearing, and/or tactual ability

34. You have a Communication System. Now what? The system must be taught to the child and all communication partners (adults & peers). Embrace the system�you are its ambassador! Have patience�it will take time. Clarify expectations for all who use it. Make sure the child has consistent access across all environments.

35. Don�t forget� Look for opportunities for the child to communicate during social interactions. Expressive communication builds upon receptive communication models. The absence of a communication system FOSTERS ISOLATION!!!

36. The Use of TOUCH as a Communication Form What can you communicate through touch?

37. Receptive Touch Cues Individual cues�each communication partner should have a distinct touch cue to identify himself/herself. Consistency�touch cues should be used consistently. Wait time�wait for a response to touch cues. Routines�embedded within routine activities.

38. Let�s demonstrate how Receptive Touch Cues are Used

39. Using Touch as Expressive Communication This can be an important form for children with limited mobility or cognitive ability. Initially, the adult can place a hand close to the child�s hand so the child can �accidentally� touch the adult. A rejected object can be pushed away. A desired object can be touched. A person can be touched for attention.

40. Communicating with OBJECTS:Receptive & Expressive Object Symbols Families should determine which object cues/symbols are most important for their family activities. Initially, try to use similar objects across home and school. Choose wisely�it may not be such a good idea to use the actual car keys. Objects can be color coded so the child knows the object is an object cue. Miniature objects are not a good choice because they require visual conceptualization.

41. Gestures:Simple/Generic vs. Complex/Representational

42. Receptive & Expressive GesturesA Longer List

43. Gestures are Important! They are a bridge to sign language. They support spoken language. Everyone knows them, so the child has access across environments and people.

44. More about Gestures� A symbolic communication system SHOULD NOT replace gestures. Gestures support and add information to the symbolic message. Gestures can be used when the child does not have a specific word or sign to refer to a person, place, action, or object, even if he/she is using a symbolic communication system.

45. Picture Communication Symbols Make sure the child has visual access to the pictures. Consider the cognitive abilities of the child when selecting pictures or picture symbols. Make sure the child understands what the picture represents. There should be no confusion.

46. IMPORTANT NOTE about Picture Symbols� Pictures can be symbolic, but they are not a perfect substitute for language. They are a �bridge� to language. Communication systems that utilize pictures are always limited by the pictures available. The child may want to communicate something not in his/her list of pictures.

47. What is a TANGIBLE SYMBOL? Use of textures, raised lines, whole objects, partial objects, etc. as symbolic representations for referent objects, activities, people, etc. Tangible symbols can �bridge� to other language-based communication system (sign, speech, voice-output devices). They can be used receptively or expressively. Tangible symbols are very useful for children who have very low vision or who are blind.

50. Choosing Tangible Symbols The symbols must be physically and conceptually tangible to the individual user. The symbols must be compatible with the user�s sensory capabilities and conceptual understanding of the experience associated with the object. The symbols must be based on the user�s perspective of the object, not the adult�s perspective.

51. How to Introduce a Symbolic Communication System The child has some intentional communication (intentional behavior for indicating/selecting responses) and is able to use some level of abstract symbols. If the child is not ready to use the symbol system expressively, use it receptively. If the child is not yet showing intentional communication, exposure to objects may fuel receptive communication abilities that will lead to expressive communication abilities.

52. Motivating a child to Communicate Pay attention to what motivates the child. Identify the child�s preferences for objects, people, activities, etc. Identify topics of interest such as movies, music, books, characters, etc. If the child has never had a communication system before, build it around these things

53. Motivating a child to Communicate Finally, If the child has never had a communication system before, build it around the things he/she likes best and the family values.

54. The Final Word Language is always the ultimate goal. Even if the child is using a communication system well, if he/she is not using language, look for ways to �up the ante� into language.

55. Why must we assure that ALL students acquire literacy? Literacy is essential to the success of individuals not only in terms of CAREER OPPORTUNITIES but also in overall QUALITY OF LIFE. Literacy does not only include the ability to read but also the ability to select, analyze & apply information. Literacy impacts an individual�s ability to participate fully in society. Literacy is fundamental for all learning in school.

56. LITERACY � Three Facets Emergent Literacy Conventional Literacy (a.k.a. academic literacy) Personally Relevant Literacy (formerly known as functional literacy)

57. The first facet of LITERACY Emergent Literacy The earliest form of literacy that includes all reading and writing behaviors that precede conventional literacy and for most students lead to the development of conventional literacy.

58. Emergent Literacy to Conventional Literacy�current views Emergent literacy (like other forms of language) begins at birth, long before formal instruction. Reading, writing, speaking, and listening all develop concurrently, and in the beginning in the context of play. Children learn about literacy through real life experiences. These experiences support language. Children learn about literacy when they are actively engaged.

59. Exposure to books is essential . Books offer: Repetitive words & phrases; Rhyming words or word families; Content that is intended to build concepts about the world; Content that can be acted out; Concrete, talk provoking pictures.

60. Emergent Literacy Activities Holding a book Orientation of the book Turning pages Left to right movement Top to bottom movement Understanding that PRINT CARRIES MEANING�and so does BRAILLE Scribbling/drawing/tactile writing

61. The second facet of LITERACY Conventional (academic) Literacy The basic reading and writing skills taught in a conventional literacy medium (print or Braille) during the elementary and middle school years.

62. Conventional Literacy is� Developmental; Sequential; Taught systematically; Subject to formal assessment The main pre-requisite skills necessary for conventional literacy is skill in expressive language.

63. The third facet of LITERACY Personally Relevant Literacy The application of literacy skills and the use of a variety of literacy tools (such as listening and AT) to accomplish daily tasks. Personally Relevant Literacy begins with Emergent Literacy skills

64. For the student who is BVI and also has additional challenges� Emergent literacy activities Literacy activities to foster communication Personally relevant literacy� and beyond.

65. Areas of Instruction in Literacy (Koenig & Holbrook, 2000) Braille Students: Emergent Braille literacy skills Formal early Braille instruction (pre-Braille) Beginning Braille literacy instruction Intermediate Braille literacy instruction Advanced Braille literacy instruction Braille for students who are rooted in print Listening, aural reading, live reader skills Keyboarding and word processing skills Technology skills Slate and stylus skills Signature writing, check writing, note writing

66. Braille Readers� Must have knowledge of print even though their primary reading mode is Braille!!!

67. Areas of Instruction in Literacy (Koenig & Holbrook, 2000) Print Students: Emergent print literacy skills Integrated use of visual skills Beginning print literacy skills Beginning skills in dual media (print & Braille) Intermediate & advanced print literacy skills Use of optical devices in near proximity Listening, aural reading, live reader Keyboarding and word processing Assistive technology skills

68. When building literacy skills in the student who is BVI� �leave no stone unturned.