Chapter 1: An Introduction to
Communication
Speech vs. language and a review of the terminology
Objectives:
 To understand what we mean when we talk about communication
 To clarify the terminology: what is speech? what is language? And
what are the differences?
 To review the importance of communication
1. 1
Defining ‘communication,’ ‘speech’ and ‘language’
Activity:
What do we mean when we talk about speech, language and
communication?
Before you read on, take a moment to answer these questions:
- What is speech?
- What is language?
- What is communication?
Do you find that you use these terms interchangeably?
What is speech?
Throughout this manual we will talk about speech as the act of speaking.
That is the use of the tongue, lips, mouth and voice working together to
produce sounds, words and sentences.
What is language?
Language is the organized use of symbols (words or signs) put together
to receive or relay a message. These symbols have distinct meaning based
on the culturally agreed upon definition. Language is rule based and
systematic. For simplicity consider language as based in the brain.
Language is also divided into two skill areas. These areas are receptive
language or the understanding of language and expressive language which
is the use of language. Receptive language typically precedes expressive
language. For example: We would expect a child to understand a word or sign
before they could use it. We will talk more about receptive and expressive
language domains when we discuss language disorders later in the text.
 VSO Jitolee 2008
1.
What is communication?
When we refer to communication we are talking about the transfer of
information from one person to another.
So how are speech and language different?
We use speech to communicate language, but we can also use sign, or
writing to communicate language.
Once again, speech is a method of production, while language is the content
of the message. Communicate is the sharing of a message between two
people. These terms shouldn’t be used interchangeably because many of our
learners may have different issues as far as their speech, language and
communication skills are concerned.
Some case study examples:

Juma is a twelve year old child with moderate-profound hearing loss.
He can communicate using a vocabulary of approximately 100 signs
paired with vocalizations. He can communicate his wants and needs so
we say he is communicating (transferring and receiving messages),
when he combines signs together we know he is using language, but
he is not speaking.

Lilian is a five year old child who can speaks in long sentences to
communicate her wants and needs. We say she uses speech,
language and communication.

Jacob is a nine year old male with autism. He is echolalic (repeats what
he hears) and can speak in long sentences. He cannot combine words
in novel ways so we are concerned about his language skills. He is
also unable to communicate his wants and needs verbally, but relies on
aggressive and repetitive behaviour. So we might note that this child
has speech, his goal areas would be language and communication.
For our children in special needs classrooms we want them to be able to
communicate their wants and needs, and should be prepared to
support their attempts to communicate in whatever way possible. It is
not imperative that the children can speak but it is ESSENTIAL that they
can communicate.
 VSO Jitolee 2008
2.
1.2
Activity: Speech? Language? Communication?
Read the following scenarios. Which of these scenarios contain examples of
speech, language or communication?
A child grabs his teachers hand
and leads her to the door
(communication)
You scribble a note to your
daughter’s teacher to explain
that she won’t be in school next
week
You glare at the your son who is
about to misbehave
(communication)
You sing quietly to yourself as
you complete your household
chores
(speech, language)
(language, communication)
You shake your husband
because he is keeping you
awake with his snoring
(communication)
As you are walking along the
street you catch someone’s eye
and nod your head ‘hello’
(communication)
Charles asks the woman behind Benard buys the Daily Nation
the counter for some detergent
and scans the headlines for an
and some air time
article that interests her
(speech, language, communication)
Okoth overhears some people
on the matatu talking about an
upcoming political rally
(speech, language, communication)
A friend says something you
disagree with so you abruptly
leave the room
(language, communication)
The Head Teacher greets
Gordon as he approaches his
classroom
(speech, language, communication)
You rush to school to pick up
your child
(none)
(speech, language, communication)
A non verbal student screams
and screams when made to sit
on her chair
Victor pinches Daniel when he
sits beside him
(communication)
(communication)
 VSO Jitolee 2008
3.
1.3
Exploring Communication
We have said that you can consider communication as the transfer of
information from one person to another.
I am
hungry
He’s
hungry
Now let’s consider the following questions:
Why do we communicate?
How do we communicate?
What do you think?
We are going get to the answers of these questions as we proceed through
this chapter.
Why do we communicate?
Communication is important. Communication is how we relate to each
other and have our wants and needs met. We should not ever
underestimate the importance of supporting our children as they acquire a
communication system.
Think about:
 What would it be like if you could not communicate?
 How would your lives be affected if you could not communicate?
Frustration and isolation are two of the feelings that might arise in an
individual who does not have a method for communication. Children who are
experiencing these feelings often behave in negative ways in order to try and
get their message across to the adults in their lives.
 VSO Jitolee 2008
4.
What are some of the various ways we can communicate?
The primary methods of communication include
Auditory/verbal – speaking and listening
Reading and writing
Visual/Gestural – this might include non-verbal communication or the
use of augmentative communication devices or picture communication
But, informally there are a variety of ways children will communicate with the
adults in their life. Observe children in your neighbourhood or classroom and
notice how they might use:
 Speech
 Informal gestures, pantomime, acting something out
 Eye gaze
 Pointing
 Perhaps some simple sign language to indicate ‘eat’ or ‘drink’
 Using pictures
 Facial expressions
 Body language
 Screaming or vocalizing
The following chart highlights the increasing levels of communication a child
might use.
Spend time watching each of the students in your classroom. How are they
communicating their wants and needs with you? For example, how do you
know when they need to go to the toilet? When they are happy or angry?
 VSO Jitolee 2008
5.
Levels of Communication (Intentionality)
There are many levels of communication. The following information was adapted from a
communication matrix developed by the team at www.designtolearn.com.
Consider the increasing levels of communication that a child may present with to request
more of an object.
Body Movements
 Whole body movements (lung toward object)
 Moves head towards desired items
 Arm/hand movements
 Leg movements
Simple Gestures
 Guides your hand to or pulls you over to desired item
 Touches desired object (without taking it)
 Reaches toward or taps objects
Early Sounds
 Fuss, squeal
Facial Expressions
 Smile
Visual
 Looks at desired object
________________________________________________________________
Conventional Gestures and Vocalizations
 Looks back and forth between you and desired item
 Points at desired item
________________________________________________________________
Concrete Symbols
 Indicates photo or drawing of desired item
 Indicates object symbol representing desired item
 Pantomines desired object
 Mimics sound of desired object
________________________________________________________________
Abstract Symbols
 Spoken word
 Manual sign
 Written word
 Brailed word
 Abstract 2-D/3-D symbol
________________________________________________________________
Language
 Combines two or more symbols
 VSO Jitolee 2008
6.
1.4
Roles in Communication
For simplicity sake, in this scenario we are going to talk about roles in a
spoken conversation.
Have you ever had a conversation and found the person you are talking to
doing any of the following:
- staring
- avoiding your eyes, looking at the ceiling or floor, anywhere but you
- interrupting you with their story
- standing too close to you
- standing too far away from you
- not responding to your questions or comments
What did it feel like?
Try responding in any of these ways to the next person that comes to chat to
you. What do they do? How do they respond?
In every communication situation there are two or more participants. One is
sending the message and the other is receiving it. In a conversation you may
have a speaker and a listener. Both people have an ACTIVE role.
In the above scenario the listener was not playing their part. How did it feel?
Most people playing the role of speaker report that it feels terrible. They feel
like the listener doesn’t like them, or want to interact with them. And next time
they had something to say would they go to that listener? No, probably not.
Now imagine a child comes to you to tell you something. What do you do? Do
you tell them to “take their shoes off,” “go outside” or “be quiet?” Do you
ignore them or start telling them something different? Do you send them to
run errands? How do you expect a child to respond if we do these things?
Alternatively, do you listen to them intently? Ask them related questions?
Show an interest in what they have to say?
Which of these responses is likely to increase a child’s motivation to
communicate with you? Consider YOUR ROLE AS LISTENER as you think
about the children you work with. You can improve the communication in your
classroom just by being a receptive and willing listener.
 VSO Jitolee 2008
7.
1.5





Important points to consider about communication
Listen carefully and show interest in what your partner is saying.
Look at your partner as s/he speaks but do not stare at them.
Take your turn in conversation but do not talk too much or too little.
Use an appropriate tone of voice.
Position yourself so that your partner is at ease – with children this might
be at their face level.
If we want our children to communicate with us we have to make the
experience rewarding and worthwhile. As a listener, you too have a
responsibility to the communication situation.
1.6
Modifying our communication
Remember: we want to adapt the environment to fit the child. We are not
trying to adapt the child to fit the environment. Therefore, it is often up to YOU
to modify your communication.
 Try to get on the same level as the child, so you are face to face. This
shows the child you are interested, plus they can use your facial
expression to gain additional information about what you are saying.
You can also ‘read’ their face to see if they are understanding you
 Listen actively to what the child says (or attempts to say)
 WAIT for a child’s response. If there is none, provide the response for
them
 Use visual support: real objects, visual aids or gestures to support what
you are saying
 Give the child plenty of opportunities for choice. For example: would
you like the red crayon or the blue one? Would you like to play outside
or with the blocks?
When giving instructions
 Give simple, precise and short instructions.
 Give one instruction at a time and help the child complete it before
moving on to the next instruction
 Get the child’s attention fully before you give the message
 Emphasize the key words and repeat if necessary.
 VSO Jitolee 2008
8.
1.7 Key Points:
Write down three key points from this chapter:
Chapter Review:

Speech, language and communication are different things
o Speech is the oral production of sounds using the mouth,
tongue and other structures
o Language is the linguistic communication shared by
members of a community to communicate
o Communication is the transfer of information from one
individual to another

There are many ways of communicating. They include: talking,
gesturing, signing, facial expression, writing, acting out, pointing
and leading

Listeners also have an active role in making the communication
situation a positive one

We can modify the communication situation to facilitate
comprehension by students
 VSO Jitolee 2008
9.