Communication Friendly Schools

1. Communication Friendly Schools Sally Millar CALL Scotland, University of Edinburgh 20 November 2009

2. CALL ScotlandCommunication, Access, Literacy and Learning Specialists in communication and assistive technology to support children who have communication and/or writing difficulties. CALL works both with individual referred pupils and in training and capacity building in schools and local authorities. Sally.Millar@ed.ac.uk www.callscotland.ed.ac.uk

3. A Curriculum for Excellence To enable all children to develop their capacities as: successful learners confident individuals responsible citizens effective contributors to society. A Curriculum for Excellence: The Curriculum Review Group (2004) Language/Communication is a fundamental competence underpinning all four capacities

4. Communication is much more than just a pupil’s ‘performance’ with speech or writing interact participate Pupil voice heard

5. Communication – the Big Issue! • Up to 60% of autistic children have significant communication problems. • ICAN research reports that over 50% of all children enteringschool in the UK have some kind of difficulty with speech, language and communication. • Around 10% have communication support needs persisting beyond Primary • Difficulties with language input and comprehension may be overlooked in schools, where emphasis is on expressive performance and on literacy. • Language and communication issues impact on every aspect of learning, literacy, personal and social development– and later life chances and quality of life. (J. Law 2007). • Difficulties with language/communication are closely linked with literacy difficulties • Nisbet & Aitken (2007) estimate about 15% of all pupils in Scotland have some kind of print disability (incl. VI)

6. Rationale for CFS • Communication is a two-way process • It’s a whole school responsibility, not just an ASN teacher or SLT job for/with one or two individuals • How schools communicate to / with all pupils and families is important • How individual staff members communicate day to day with individual pupils is fundamental.

7. Communication Friendly School In a communication friendly school - • All barriers to communication are removed, to provide a safe and accessible learning environment for everybody. • Supports are provided so that every pupil can make sense of his/her environment, understand others, be as independent as possible, express him/herself to the best of his/her ability, participate actively and have his/her voice heard.

8. A Nightmare Situation Imagine this: You find yourself inside a building in a foreign country. There are no clocks and your watch is missing. You don’t speak a word of the language and no one appears to understand you. Each room in the building looks alike. You wander from room to room trying to get out, but your situation feels increasingly alien. Eventually a person puts you in a room and tries to get you to perform a task… • How do you feel? 2. How does it affect your learning and task performance? 3. What would help you?

9. How does it feel?

10. = Inclusion and Accessibility • Not just for special schools/units and pupils with complex ASN • Not just about ramps and lifts! Can be about - • Reducing anxiety, supporting self-esteem and confidence • Promoting pupil independence • Supporting learning • Increasing pupil participation • Supporting transitions

11. So yes – it’s vital for Pupils that have been diagnosed with - • ASD • speech, language, communication impairments • learning disability - but it’s also valuable for -

12. Children (& parents) who - • are new – in transition – don’t know their way around, or routines, lack confidence • have attention difficulties • find change difficult, require consistent structures and routines • do not have English as first language • experience little language / social stimulation at home (apart from TV…) • have limited life experiences • have difficulties reading written text • seem to process information slowly • do not seem to retain/remember information • find it hard to follow directions and instructions • have difficulties organising themselves and following through with tasks • are primarily visual learners

13. Input Visual Environment Objects, Signs, Photos, Pictures and Symbols can: • provide a context • make ideas more concrete • support understanding of language • stimulate ideas • provide focus • ‘scaffold’ conversations • support visual learners

15. Taking News home to family

16. Nursery / Home school DiaryChild ‘writes’ own news diary as she goes through the day by marking all the things she is doing, and which she likes. Symbols provide a shared conversation prompt for home

17. Low Tech is NOT ‘no cost’Staff training and staff TIME are the most important Low Tech Communication Kit List Practical - EASY TO USE • Digital Camera • Computer • Basic Picture / symbol software (Boardmaker or equivalent) • Access to images on internet (unblock filters) • Memory sticks, CDs etc. • Laminator & laminate • Colour Printer cartridges++ • Velcro (plus Velcro Policy) • Plastic pockets, display booklets etc. • Display boards around school

18. Useful Symbol Software • BoardMaker V.6 / BoardMaker Plus! • + Symbol Addenda (2006, 2008) • Widgit ‘Communicate’ series – Communicate in Print, SymWriter, WebWide Both now offer Mayer Johnson Picture Communication Symbols (PCS) AND / OR Widgit Literacy Symbols – rich resource, but potentially confusing

19. Symbol SoftwareGood Practice Questions • Do staff know WHY they are using it? • Do staff know the difference between PCS and PECS? • Can staff make materials (eg. worksheets, choice boards, symbol supported reading books) or just print out single symbol labels? • Is the software used IN SCHOOL BY SCHOOL STAFF? (ie. NOT waiting for SLT to make materials!) • Is there a communication / symbol policy across the school? Standardised & consistent symbol choices? • Are staff given TIME to make use of the software? • Do staff share materials?

20. About me

21. Creating symbol supported, accessible materials

22. Communication Software Kit List • Computer (with ICT technician help so it behaves EXACTLY as needed, network issues addressed etc.) • Easy to Use picture/symbol bank for making paper materials- for staff to use ie. Boardmaker or equivalent, eg. Widgit’s Communicate in Print) • Interactive symbol Software for children to use – on IWB/plasma screen, and/or switch access eg. BoardMaker Plus!, Clicker 4/5 + PCS metafiles or other • Switch interface + switches as necessary • Easy to use software templates for making Passports, Talking Stories, Social Stories eg. PowerPoint (NB. BM Plus!, SymWriter, Clicker 5 could also be used)

23. PECS symbol worksheets symbol news sheet reminders exit pass visual timetable signage choice boards COMMUNICATION FRIENDLY SCHOOL VISUAL SUPPORTS AAC social stories symbol communication book voice output aid ENVIRONMENT

24. old diary / new diary Uninspiring…. Classroom timetables need to be personalised & interesting

25. Objects of Reference Timetabletransition to symbols

26. Choices (vertical/pink) within fixed timetable (horizontal/blue)

27. Bathroom prompt strips

28. Handwash prompt strip at sink

29. Visual behaviour and learning management strategies Learning to wait…

30. Pupil Voice What Matters to me! Posters • Child is central and involved

31. Symbolised Passport sheet Basic Symbol Passport

32. Classroom / Curricular Areas • Visual Timetables • Symbol Labels in classroom • Picture / Symbolised Lists, instructions for all activities • Symbolised Social Stories • Symbol supported text in reading for information / enjoyment • Symbolised worksheets

33. In other words…. • Difficulties with communication are very widespread in schools. • Difficulties with communication in schools include pupils with ASD but also spread much wider. • Many measures that are good practice in general for pupils with communication support needs are also supportive for pupils with ASD. • Many of the measures that support pupils with ASD are also supportive for a wide range of other pupils with other types for communication support needs. • Teams need to see THE BIG PICTURE and work together • The most efficient way is for schools to raise the benchmark • Well, for the local authority – or why not all of Scotland??

34. Top down Scotland-wide vision Linked with national curriculum for excellence, inspected by HMIe Whole authority School Senior Management commitment School policy School improvement plan Modifying the school environment, staff behaviour and expectations Setting up an infrastructure, with Designated coordinator Bottom Up Individual pupil(s)’ needs, as assessed Individual staff members’ awareness, commitment and skills Resources, tools and strategies (including technology, software) Establishing a person responsible for generating materials Time to develop materials How to do this? We need BOTH -

35. The Principles • Management - Senior Management commitment • Environment – • The physical environment is barrier-free, and supportive • Hardware and software in place to create and renew materials • Identification of Needs • School, staff, pupils in general, individual pupils • Development • CPD for staff on different kinds of communication support needs in pupils, and to improve their own communication • Visual supports are throughout the school • All school literature is accessible • Partnerships • Pupils’ Voices are sought and taken account of • Parents • Other agencies, especially SLT • Local Authority, other schools

36. CFS - Evaluating Progress • One, Two & Three star system

37. Environmental & Sensory Issues • General – signs, directions, colour coding, labelling, adequate work spaces, conversation spaces, calm spaces • Visual – reduce visual clutter that distracts; good light; provide visual supports • Acoustic – awareness of distracting background noise, provide quiet spaces, • Technological – computers are accessible to all; speech feedback, symbols available, multimedia / multiple format approaches for teaching, learning, recording, assessing. • Planning new builds, especially PFI schools – remember Communication Friendly School principles and build them in from the start – can’t easily add later!

38. Photographs of staff with their names on a welcome board in the foyer. Wherever possible mount photographs into pockets to accommodate staff changes.

39. Doors to each room display photograph / name of adults.

40. Doors Welcome and name of each room or class on door. All labels are at eye level height and therefore can be easily seen. Push and pull signs on all doors using symbols to demonstrate push and pull action.

41. Displays Having photographs, symbols and symbolised text on displays around the school enables all students to have access to what is written. Text can be kept to a minimum when symbols and photographs are used. Using photographs to support the display makes it more interesting for everyone.

42. Symbolised text on displays in corridor. See communication friendly materials at www.widgit.comwww.mayerjohnson.com/adaptedlearning/

44. Fife Assessment Centre for Communication through Technology Symbolising the EnvironmentA Whole School Approach An inclusive, whole-school initiative, which began in one school and is now being replicated in 85 other schools in Fife .

45. Using Symbols Symbols were widely used in special education, but in response to the presumption of mainstream schooling, there was a need to establish effective, inclusive practices. Symbolising the environment is a structured approach to communication for all.

46. Past problems…… • Boardmaker was suggested to school staff as a method of supporting several children with additional support needs within the school by Speech and Language therapy and by FACCT. • Symbols were traditionally provided by visiting staff, e.g Speech & Language Therapy and FACCT – delays werecommon! • It was apparent that children were not motivated to use a system in isolation.

47. Past problems…… • Teachers found it difficult to create opportunities for one child in a class using symbols. • Symbol use focussed on particular children. Use was sporadic, developed by external agencies and generalisation was difficult.

48. Ah-ha moment!! The LS teacher noted that all the children in classes where the symbols were introduced benefited from their use in a variety of ways, therefore challenging the previously held perception that they were only for those pupils with a ‘recognised’ additional support need.

49. Spreading the word…… • Fife Senior Education Manager gave his approval and backing for school trials (12) • Headteacher and proposed Coordinator attend initial meeting hosted by FACCT and ASIST (Autistic Spectrum Information & Support team) • Schools sign up to project…… • Schools include project in School Improvement Plan • Designate Coordinator and Generator (+ TIME) • Training package • BoardMaker software and Starter pack of symbols • Criteria and accreditation • Sharing Resources

50. Bronze Criteria • Environmental labelling • doors • breakout areas • entrance hall • Classroom labelling and organising • trays • cupboards • classroom areas • Visual timetables in all classes and used daily