Mont a L’Abbe School
Communication and Language guidelines
Communication can be defined as the exchange of information using a
range of methods. At Mont a L’Abbe we acknowledge that our pupils
communicate using a wide spectrum of methods such as;
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Speech
Makaton signing
Facial expression
Sounds – other than speech
Gesture
Objects of reference
Choice boards (initiated by staff, used according to ability of student
i.e. eye pointing or gesture)
Photographs
Symbols
Communication aids such as Dynavox or Dynamite
Written word
Clicker – writing on computer
Big Macs –portable switches which enable active contribution in
sessions
PEC’s – for use with students with little or no functional language
Behaviour, i.e. challenging, repetitive, frustration etc
Our role is to provide and promote opportunities for purposeful
communication, giving students the chance to make real choices, and extend
the communication used. Through appropriate planning (see Equals
Speaking and Listening Schemes of Work for examples of ways to
develop this) students should have the chance to refuse or accept activities or
objects, spend time within a language rich environment where there is an
opportunity to experience a variety of stories, poems, cross curricular links,
drama, music as well as engage in social communication with peers and
adults. Wherever possible or appropriate, students are encouraged to use
speech.
Time should be given to allow students to express themselves. Adults will
model as reinforcement for correct speech, recognizing and acknowledging
the effort made by the student.
Where students have articulation difficulties, which impedes their ability to
communicate the speech therapist will be consulted and relevant exercises
carried out on a regular basis. This may consist of small group therapy
within the class, individual therapy out of class or input with staff to set
appropriate targets. These are reviewed on a half termly basis. A large
proportion of students use Makaton signing to support speech and aid
interpretation of sounds.
Signing is seen as a way to enhance communication. Staff should act as a
role model and promote the use of sign throughout the school. Each class
should have access to a Makaton book containing the core signs used within
the school. Classes may choose to have a sign of the week displayed, to
encourage Makaton to be recognized by all students as a valid means of
communication.
It is acknowledged that there are a variety of purposes for communication
which include the following:
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Getting things done e.g. making requests, making choices
Developing/managing social relationships
Finding out about the world around us e.g. asking questions
Developing ourselves as individuals and interacting with the world
around us
 Exchanging ideas and information
Adults should always be attentive to facial expressions, sounds and
gestures made by students; these must be recognized as students’ attempts
to communicate. Time should be given to interpreting them and responding
accordingly. It should be recognized that not all students vocalize and that
the way a student attempts to communicate should be shared among all staff.
Many students now have communication passports displayed within their
class, please see the relevant teacher if you have any questions.
A total communication approach is used at Mont a L’Abbe to help students
understand concepts and express themselves this includes the use of:
Objects of reference
Objects are used with pupils functioning at a very early level of
development, who have multi sensory impairments, or who find objects
easier to understand than symbols/pictures, signs or words. They are used to
signal what may be happening next, to make a choice and in other contexts
such as story telling. They may be an individual communication system or
act as a stepping-stone to other systems such as pictures or symbols. There
are three levels of object association:
1. Index - an object is associated with an activity due to being used
consistently within that activity i.e. a wooden spoon is taken to cookery
by an individual who uses it to stir and mix
2. Icon - an object is used due to its visual similarity i.e. a spoon is taken to
cookery, but a different spoon is used in the lesson
3. Symbol – an object is associated simply by being paired with the activity
i.e. a bag is used to denote ‘going out’
Graphic symbols, pictures and words
Two programmes are used at Mont a L’Abbe to produce symbol resources;
these are Widget Writing With Symbols and Clicker 4/5. These consist of
Makaton, Rebus (which have a common design) and PCS (more concrete
pictorial) symbols that can be produced in black and white or colour.
Symbols, pictures and written words can be used in a similar way to objects
of reference either in conjunction with them or to supersede them. There are
a number of criteria that should be taken into account when selecting the
type of symbol to use;
 Level of development i.e. PCS is closer to pictures
 Visual ability of pupil (pupils with poor perceptual skills may find it hard
to process complex symbols)
 Which symbols motivate/appeal most to students (pupils on the autistic
spectrum may find colour in the picture confusing)
 Which symbol type is most appropriate in the context
Graphic symbols, pictures and objects can be used to create choice boards,
supplement speech, as a means of communication through personalised
books (i.e. PECS, a system used with students with little or no functional
communication) or charts/timetables or as a means of reading/writing.
ICT plays an important role in all of these aspects and should be recognized
as a valuable aid to communication for all.