COMMUNICATION AND INTERACTION
HANDBOOK
Developing a Communication Friendly
Environment
Carol Harding
A Communication Friendly Environment (CFE):
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Makes everyone feel safe enough to listen, understand and
express themselves.
Enables learners to develop their social, emotional and
academic potential by reducing or removing barriers to
communication.
Provides an accessible learning environment for everyone.
Removes any barriers to communication.
By developing a communication-friendly environment we are
encouraging communication to be effective, easy and
enjoyable.
Signs and symbols are used throughout the environment to
provide visual cues rather than just written signs and to
provide for the differences in age and development of the
children.
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VISUAL SUPPORT
A map of the school site is available along with clear
directions using visual cues.
The entrance displays photographs of the staff with their
names and responsibilities.
2
Classroom displays are supported by symbols and pictures.
There are clear directions for specific areas.
3
Timetables are clearly displayed and referred to. Staff also
use a visual timetable either with photos or symbols showing
the activities for the day. This reduces anxiety and gives the
children a clear idea of their day.
4
Symbols can help children visualise the meanings of words.
Symbol supported books and worksheets support pupils with
their work, aid understanding and enable pupils to work more
independently.
Symbols can also support pupils with literacy difficulties to
read.
5
COMMUNICATION
Staff will use simple non-verbal gestures or signs e.g. to imply
approval.
6
Staff use appropriate facial expressions and body language
along with acoustic signals in the voice (volume, tempo, rhythm
etc.) to help convey a message.
7
Active listening skills are taught and reinforced and staff
help pupils to pay attention to what is being said by slowing
down their language, emphasizing important words, simplifying
their language, reinforcing important concepts, using symbols,
real objects or photos, giving the pupils time to think, using
the child’s name.
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To maintain interest when reading a story, staff show
relevant pictures and objects. This gives an opportunity to link
something real to the spoken word. It makes the story come
to life.
Give pupils the opportunity to demonstrate their knowledge in
a variety of ways.
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ENVIRONMENT
good
light
good
acoustics
correct
temperature
The lighting, temperature, acoustics, layout and other environmental
factors need to be suitable for a learning environment and may need to
be slightly adapted depending on the task at hand. Materials and
resources for tasks should be readily available and easily accessible.
Surroundings that eliminate or minimise barriers to the
sending and receiving of information, successfully enable
children to develop.
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The noise level should be appropriate and there should
be an awareness of visual distractions.
There needs to be clearly defined spaces/areas for personal
belongings and classroom equipment preferably using symbols
and pictures to label. There should be sufficient space for
the children to sit and move comfortably and quiet areas
should be provided within the classroom that can be used as a
low distraction workplace. Can the layout of the classroom be
rearranged to suit different learning opportunities?
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Almost all activities throughout the day can support speech,
language and communication, so a communication friendly
environment seeks to ensure all of these opportunities are
planned for and used to their full advantage.
TIPS FOR PARENTS AND CARERS
Get your child’s attention: Face your child or sit down with
them. Say their name before you start speaking. Talk about
something you can both see in front of you. This helps them
to learn what words mean.
Have fun together: Use actions, sing, make noises and funny
faces. Don’t be shy, being a bit silly gets their attention and
makes them laugh and can encourage language development.
Give them time to think: Children need more time than
adults to think about what they have heard, and decide what
to say back. Give them time to respond, and look at them
while you wait.
Make it easier for them to talk: Dummies can get in the way
of talking. Try to keep them just for sleep times. Take it out
to talk.
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Make it easier for them to listen: Turning the music, radio
or TV off helps children focus on your words.
Show them the right way: Young children often make
mistakes. Show them that you understand, rather than asking
them to repeat words correctly. Say the words or sentence
again correctly for your child. If they say “look at the dod”,
You can say “yes, it’s a dog”.
Build on what they say: Adding one or two words to what
they say helps your child onto the next stage of talking. So, if
your child says ”bus” you say “yes, big bus”.
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