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COMMUNICATION
MATTERS
NOVEMBER 2006 Volume 20 Number 3
THE JOURNAL OF COMMUNICATION MATTERS / ISAAC (UK)
IN THIS ISSUE IN THIS ISSUE
AAC and Self Identity The Semantic Organisation Patterns of Adults with
Acting, Attitudes and AAC Learning Disabilities
Bowls, Banter, Bocchia and Social Events What Evidence do We Have for Best Practice?
Typical and aided models of language development
BT ChildLine Awards
What is the Impact of Access to High-Tech
Celebrating 21 Years of Communication Matters Communication Aids on Children with Autism?
Developing and Using Signing
ISAAC 2006 Conference REGULAR COLUMNS
Nice Warm Socks Diary Dates
1Voice National Network Day News Update
Tacpac™ Trustees’ News
COMMUNICATION MATTERS JOURNAL
VOLUME 20 NUMBER 3
NOVEMBER 2006
CONTENTS
2 The Semantic Organisation Patterns of Adults with
Learning Disabilities: Implications for People who
use AAC
Catriona Bennie
7 Nice Warm Socks – Songs for everyone to sing
Shan Graebe
9 AAC and Self Identity
Meredith Allan
13 Communicating Together at ISAAC 2006
Alan McGregor
15 Making Friends at ISAAC 2006
Cover: 1Voice Workshop for Teenagers (page 31) Beth Moulam
16 Bowls, Banter, Bocchia and Social Events for
Everyone
Claire Forster & Helen Dixon
18 BT ChildLine Awards
Toby Hewson & Beth Moulam
25 Celebrating 21 Years of Communication Matters
Janet Scott
27 Acting, Attitudes and AAC
COMMUNICATION MATTERS JOURNAL
Alan Martin
ISSN 0969-9554
Communication Matters / ISAAC (UK) 31 A Grand Day Out – 1Voice National Network Day
c/o The ACE Centre Katie Clarke
92 Windmill Road
Oxford OX3 7DR, UK 32 Tacpac™
Tel & Fax: 0845 456 8211
Email: admin@communicationmatters.org.uk 33 What Evidence do We Have for Best Practice?
Website: www.communicationmatters.org.uk Thoughts from typical and aided models of language
Registered Charity No. 327500
Company Registered in England & Wales No. 01965474 development
Editors, Design & Production
Janice Murray & Juliet Goldbart
Sally Millar Email: sally.millar@ed.ac.uk 37 Developing and Using Signing
Patrick Poon Email: admin@communicationmatters.org.uk
Advertising and Overseas Subscriptions
Ann Miles & Rachel Key
Tel & Fax: 0845 456 8211
Email: admin@communicationmatters.org.uk
39 What is the Impact of Access to High-Tech
Communication Aids on Children with Autism?
Copy Submission
Preferred text format: Microsoft Word Rebecca Checkley & Alli Gaskin
Preferred graphics/photo formats: JPEG, TIFF
Copy deadline: 23 February 2007 (Vol 21 No 1) REGULAR COLUMNS
The Communication Matters Journal is the official
publication of Communication Matters / ISAAC (UK), 21 Trustees’ News
and is an ISAAC affiliated publication.
22 eCAT News
This Journal provides a forum for discussion, and views expressed in
any section of this publication are the views of the writer(s)
exclusively: publication in this journal does not constitute
23 News Update
endorsement by Communication Matters / ISAAC (UK) or ISAAC of
those views expressed. This is in no way affected by the right of the
24 Diary Dates
Editors to edit all copy published. Publication of advertisements in
this journal is not an endorsement of the advertiser nor of the
products and services advertised. Communication Matters reserves PUBLICATION REVIEW
the right to reject or cancel without notice any advertisement.
Copyright for all published material is held by Communication
Matters / ISAAC (UK) unless otherwise stated.
44 Using Information Technology to Empower People
Printed by Crowes of Norwich with Communication Difficulties
COMMUNICATION MATTERS VOL 20 NO 3 NOVEMBER 2006 1
PAPER PRESENTED AT THE CM2006 NATIONAL SYMPOSIUM, UNIVERSITY OF LEICESTER, SEPTEMBER 2006
The Semantic Organisation Patterns of
Adults with Learning Disabilities:
Implications for People who use AAC
CATRIONA BENNIE
Dept of Speech & Hearing Sciences, Queen Margaret University College, Clerwood Terrace, Edinburgh EH12 8TS, UK
INTRODUCTION In contrast, when given these words adults one interjection. Half of the concepts
Clinical observations of a group of high are more likely to group the words were said to be abstract and the other
tech Augmentative and Alternative Com- taxonomically with hierarchical head- half were concrete.
munication (AAC) aid users suggested that ings:
After placing the line drawings together the
less cognitively able clients were struggling Vegetation Trees and Grass children were asked to describe why they
to locate messages on communication had put the drawings together in the
Children's toys Ball and Slide
aids. groups they had made.
Clothes Wellingtons and Coats
People with significant learning disabilities Vocabulary placements were determined
particularly appeared to be having difficulty Schematic organisation patterns are highly
individual relating to events that occur in meaningfully placed if the child explained
navigating semantically organised dynamic why the line drawing was placed there in
an individual's daily life. Taxonomic organi-
systems. relation to the other line drawings in that
sation is more universal however still
An honours project was undertaken to group.
influenced by the individual’s beliefs and
look into semantic organisation in adults
experience. The research found that of the total
with learning disabilities.
number of line drawings placed meaning-
THE DEVELOPMENT OF SEMANTIC fully 93% of vocabulary concepts were
SEMANTIC ORGANISATION ORGANISATION organised according to schematic organi-
Semantic Organisation describes the way Studies have identified a developmental sation.
in which individuals mentally store vocabu- shift from a schematic vocabulary organi-
Only 7% of items were arranged according
lary by meaning associations. sation pattern to a taxonomic pattern of
to a taxonomic structure.
Current literature suggests there are two vocabulary organisation between the ages
ways that concepts can be organised; of 6 and 7. It is also understood that this This result supports other studies report-
schematically or taxonomically (Bauer and developmental process is influenced by ing that children’s use of a taxonomic
Mandler 1989; Rosch, Mervis, Gray, Johnson conversations with adults and formal organisational system begins to emerge in
and Boyes-Braem, 1976). For example, teaching in relation to the child’s own lan- the early school years.
given a list of words a child may put these guage abilities (Lucariello, 1998; Lucariello
words together: Ball, Slide, Trees, Grass, & Nelson, 1985; Nelson, 1996; Snow, 1990). SEMANTIC ORGANISATION AND ADULTS WITH
Wellingtons, Coats. LEARNING DISABILITIES
Fallon, Light and Achenbach, (2003) con-
The child's explanation for putting these ducted a study in which twenty 4 and 5 Not much is known about the semantic
words together may be, e.g. “They are all year olds were asked to place 42 line organisation patterns of adults with learn-
part of going to the play park”. This would drawings together in a way they thought ing disabilities. Studies focusing on the
be described as a schematic organisation they best fitted together. The 42 line semantic organisation of learning disabled
as the words are organised in relation to drawings represented 42 different con- children found them to be following a de-
how they occur in one schema or event cepts including nouns, verbs, adjectives, layed but normal developmental sequence
together. pronouns, prepositions, questions and (Winters and Brzoska, 1976).
2 VOL 20 NO 3 NOVEMBER 2006 COMMUNICATION MATTERS
PAPER PRESENTED AT THE CM2006 NATIONAL SYMPOSIUM, UNIVERSITY OF LEICESTER, SEPTEMBER 2006
SEMANTIC ORGANISATION FOR PEOPLE WHO • Evidence of Organisational Structure – that participant the words are connected
USE AAC Identifying for each participant how many by the fact they all come under the hierar-
“The way vocabulary is coded into an AAC of the concepts were meaningfully placed. chical heading of verbs. NLD5 grouped
aid is often determined by what seems logi- • Type of Organisation Used – To find words together that were connected by
cal to the Speech and Language Therapist out if the participant used taxonomic the fact that they are regularly used in one
working with the client.” (Blackstone, 1993) or schematic organisation in their scene or schema. Adults with quite devel-
If an adult with a learning disability is using grouping of concepts. This was done oped semantic organisation skills can
a communication aid set up taxonomically by analysing the rationales with the help choose which organisation they prefer to
(hierarchically) by another person the adult of the coding scheme. use. Fallon, Light and Achenbach, (2003)
describe Schematic: highly familiar as a vo-
with the learning disability may find it diffi- • And the percentage of each partici-
cabulary grouping where ‘The explanation
cult to learn where the symbols are located pant’s abstract and concrete concepts
as the method of organisation is not the involves a conventional or predictable
placed meaningfully.
most natural one to them. This may affect schema/script that suggests an event
the adult’s ease of communication and con-
• Using the coding scheme developed by based origin’ (Fallon, Light and Achenbach,
Fallon, Light and Achenbach, 2003 group- 2003).
fidence in using the VOCA.
ings were labelled Taxonomic, Schematic:
The rational given by ALD1 for the group-
highly familiar, and Schematic: novel. Here
AIMS AND HYPOTHESIS ing of the words Father, in, Kitchen, more,
are some examples of grouping and
• This study aimed to investigate to
rationales given by some of the partici-
cake, yummy relates to a very individual
what extent the semantic organisation event or one that has been made up for
pants and the coding these were given
of the adults with and without learning the purpose of fitting the words together
using the coding scheme. Participants
disabilities differs. and so is coded as schematic: novel. Fallon,
NLD7 and NLD5 do not have a Learning
• To discuss the implications of de- Light and Achenbach, (2003) describe sche-
Disability. Participant ALD1 has a Learning
layed semantic organisation for adults matic: novel as a vocabulary grouping
Disability and ASD.
with learning disabilities who are learn- where ‘The rationale for placement in-
Participant NLD7 volves an event based schema, however
ing to use AAC?
Vocabulary grouped – read, work, talk, run, the script is unique or novel, not predict-
• To suggest alternative ways of or- cry, drink, make, eat, going to able’.
ganising vocabulary on a communication aid
Rationale – “They are all verbs.”
for an adult with learning disabilities tak-
RESULTS
ing into account their abilities, knowledge Coding – Taxonomic
and future development? Participant NLD5 The graph (Figure 1) shows the type of or-
ganisation used by each participant as well
The hypotheses of the project were that: Vocabulary grouped – coffee, kitchen, hun-
as the percentage of concepts placed
1. Adults without learning disabilities will gry, eat, drink, cake, pizza, cup, finish,
meaningfully.
organise vocabulary in a mainly taxo- yummy
Participants ALD1-ALD4 are the participants
nomic way, and use schematic organisation Rationale – “These words are all connected
with learning disabilities and participants
for highly familiar groups of words. with eating.”
NLD1-NLD10 show the results of the par-
2. The semantic organisation patterns of Coding – Schematic: highly familiar ticipants without learning disabilities. None
adults with learning disabilities are compa-
Participant ALD1 of the participants without learning disabili-
rable to those of normally developing
Vocabulary grouped – father, in, kitchen, ties used a schematic: novel organisation
children.
more, cake, yummy to group concepts. The participants with-
out learning disabilities also used more
PARTICIPANTS AND METHOD Rationale – “Dad is in the kitchen with more
taxonomic organisation than schematic:
Four adults with learning disabilities cake, he thinks it’s yummy.”
highly familiar. Of the participants with
took part in the study. All the partici- Coding – Schematic: novel learning disabilities only one used some
pants were speaking and had no previous It can be seen that NLD7’s rational explains taxonomic organisation. Interestingly par-
experience of using communication aids. that the vocabulary was grouped together ticipant ALD4 spent her primary school
All had mild learning disabilities and three using taxonomic organisation because to years in a Language Unit receiving inten-
had a diagnosis of ASD. Ten adults with-
out learning disabilities took part in the
study. All were English speaking and had
Evidence of Organisational Structure and Type of Organisation
been to mainstream schools.
The method developed by Fallon, Light and
100%
Achenbach, 2003 was used in this study. 90%
Line drawings of 42 vocabulary items were 80%
used and each participant was asked to 70%
group these vocabulary items together and 60% Schematic Novel
later give an explanation of why they had 50% Schematic highly familiar
grouped these concepts. The rationales 40% Taxonomic
that each participant gave for their vocabu- 30%
20%
lary groupings were analysed using a coding
10%
scheme developed by Fallon, Light and
0%
Achenbach (2003).
ALD1
ALD2
ALD3
ALD4
NLD1
NLD2
NLD3
NLD4
NLD5
NLD6
NLD7
NLD8
NLD9
NLD10
ANALYSIS OF RESULTS
The resulting information was further ana-
lysed to identify each participants: Figure 1 Evidence of Organisational Structure and Type of Organisation
COMMUNICATION MATTERS VOL 20 NO 3 NOVEMBER 2006 3
HdbZE^XijgZh
9ZhZgkZ6I]djhVcYLdgYh
Sara and her Mum have always found a way to communicate.
Like most college students, Sara rarely runs out of things to
say to her Mum – and we’re very glad that she can. The same
technology that Sara uses can help a wide range of individuals
who are unable to speak on their own. To learn more call
us at 01384-446789, or visit us online at dynavox.co.uk.
This moment of human expression is brought to you by
Sara, her Mum and
PAPER PRESENTED AT THE CM2006 NATIONAL SYMPOSIUM, UNIVERSITY OF LEICESTER, SEPTEMBER 2006
sive speech therapy. This relates to the be helped in their development of seman- abilities, as it was found that some adults
fact that semantic organisation is a devel- tic organisation in order to help them with learning disabilities link vocabulary to-
opmental process influenced by formal develop these skills. gether in relation to different schemas. Á
teaching. It is also interesting that NLD7 is
One method of dynamic AAC layout has Catriona Bennie
by profession a computer programmer
been suggested by DynaVox Systems Ltd Speech & Language Therapy Student
who uses hierarchical planning and organi-
(2003) considering the semantic organisa-
sation regularly in day to day life. ACKNOWLEDGMENTS
tion development of young children
through the placement of vocabulary on a Hons project supervisor: Dr Jim Scobbie
IMPLICATIONS FOR LAYOUT
dynamic AAC aid. It suggests that a page Advisor: Alison MacDonald
The event based schemas produced by the could be made up according to an event
learning disabled participants were all very based schema such as ‘Eating’. Vocabulary REFERENCES
individual and varied from participant to depicting food items could be placed on Bauer, P. J. and Mandler, J. M. (1989) Taxonomies
participant. This highlights the fact that and triads: Conceptual organisation in one to
one side of the page with vocabulary de-
two year olds. Cognitive Psychology 21:156-184.
wherever possible the client who is to use picting related words such as ‘yummy’ and
Blackstone, S. (1993). Designing displays: Hints and
an AAC aid should be involved in where and ‘plate’ on the other side. The food items examples. Augmentative and Alternative Com-
how vocabulary is stored, as vocabulary has could be labelled as food in order to pro- munication News, 6:1-6.
different meaning and importance to each mote the development of categorisation DynaVox Systems. (2001) Selecting and Organiz-
individual. The learning disabled participants ing Vocabulary for AAC Users. Pittsburgh, PA:
skills. The words related to Eating schema
DynaVox Systems. Accessed 18/12/06,
made extensive use of event based schemas would still be easily accessible, promoting www.dynavoxsys.com
in their arrangement of the vocabulary. Or- smooth communication and the develop- Fallon, K., Light, J. and Achenbach, A. (2003) The
ganising vocabulary according to familiar and ment of categorisation (DynaVox Systems semantic organisation patterns of young chil-
recurring events could promote greater ac- dren: Implications for augmentative and
Ltd, 2003).
alternative communication. Augmentative and
cess and learning of their aid, in turn
Alternative Communication, 19:74-85.
facilitating effective communication. IMPLICATIONS FOR DESIGN Light, J., Drager, K., McCarthy, J., Mellott, S., Millar,
D., Parrish, C., Parsons, A., Rhoads, S., Ward, M.,
IMPLICATIONS FOR INSTRUCTION As has been suggested in Light et al (2004), and Welliver, M. (2004) Performance of Typically
current aided AAC systems need to be Developing Four and Five Year-Old Children with
It is likely that people who use AAC to redesigned in order to meet the needs of AAC Systems using Different Language Organi-
communicate will have learnt their own sation Techniques. Augmentative and Alternative
those who require AAC to reduce the cog- Communication, 20:63-88.
communication aid layout to some extent nitive load of learning the system. One new Lucariello, J. (1998) Together wherever we go: The
and will then have developed some areas option for design includes embedding vo- ethnographic child and the developmentalist.
of semantic organisation through experi- cabulary into a scene on the Child Development, 69:355-357
ence with their aid. communication aid (Light et al 2004). Vo- Lucariello, J. and Nelson, K. (1985) Slot-filler cat-
egories as memory organisers for young
It is also possible however that some cabulary can be stored within the scene children. Developmental Psychology, 21:272-282.
learning disabled users of AAC may still find so that when a part of the scene is Nelson K. (1996). Language in cognitive develop-
the layout of their aid confusing and this pressed this vocabulary would be available ment: Emergence of the mediated mind.
to the person who uses AAC. This type Cambridge: Cambridge University Press.
may affect how well and how often they
of layout would put vocabulary within a Rosch, E., Mervis, C. B., Gray, W. D., Johnson, D.,
use it. It would therefore be beneficial to
and Boyes-Braem, P. (1976) Basic objects in
teach organisation skills when introducing context supporting users to learn vocabu- natural categories. Cognitive Psychology, 8:387-
a new communication aid to a learning disa- lary. It reflects the way people learn to 426.
bled adult. Taxonomic organisation may be organise vocabulary semantically, first in Snow, C. E. (1990). The development of definitional
relation to schemes and then in relation skill. Journal of Child Language, 17:697-710.
difficult for adult with learning disabilities
to items taxonomically. It is likely that this; Winters, J., & Brzoska, M.A., (1976) Development
to learn after years of organising vocabu-
of the formation of categories by normal and
lary in another way. This highlights the fact ‘the integrated contextual scene layout’ retarded persons. Developmental Psychology
that children learning to use AAC should may also benefit adults with learning dis- 12:125-131.
INCA TREK CHALLENGE 2007
Join this trek for the adventure of a lifetime, and help
to raise much needed funds for Communication
Matters.
The ACE Centre is organising a sponsored trek along
the Inca Trail in October Half Term (20-29 October
2007), and has kindly made available three places to
anyone wishing to raise money for CM. The Closing
date for applications is 1 February 2007.
Interested? To learn more about this great
opportunity, please turn to page 20 or email:
admin@communicationmatters.org.uk
COMMUNICATION MATTERS VOL 20 NO 3 NOVEMBER 2006 5
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Nice Warm Socks Songs for everyone to sing SHAN GRAEBE formerly at The Avenue School, Basingstoke Road, Reading, Berkshire RG2 0EN, UK Email: shan.graebe@btinternet.com This strange title, ‘Nice Warm Socks’ is I met Paul Wilson and other musicians at one of the songs to be found on a new Wren, a folk and community arts organisa- CD of songs that have been specially cho- tion. Wren often works in Educational sen, adapted and arranged for all children, settings and had worked very successfully including those who use AAC for commu- with Helen Baxter, a Music Teacher at a nication, to join in and enjoy. It is the result special school in Exeter. The ‘Nice Warm of collaboration between a Speech and Socks’ project came about as we saw the Language Therapist, a Professional Musi- need for an ‘off the shelf’ resource to en- cian and a Music Teacher in a Special able other people to use tried and tested School. In September 2006 we had two songs and to see how to develop their own. launch events; one at Ellen Tinkum School We also wanted to make sure that it would in Exeter which received coverage on ra- be easily used by people who might not dio, the Press and television, and the consider themselves confident singers. second when we gave two presentations There followed months of fund raising and at the National Association of Music Edu- planning (we were fortunate in receiving a cators Conference at Warwick University. grant from ‘Awards for All’). We then Figure 1 ‘Punchinello’ with Go Talk & instruments I worked as a Specialist Speech & Language started the process of recording and pro- Therapist at The Avenue School for pupils ducing the CD and all the free resources. resources and multi-sensory props. How- who have learning disability and physical We were keen to include young people ever, the songs have lyrics and melodies disability in Reading for nearly 20 years. I from a special school as well as other sing- that are strong enough to ensure they do also have a keen interest in singing, par- ers and instrumentalists. We then sent out not become tedious. ticularly in performing traditional English copies to a variety of people - therapists, The songs can be sung unaccompanied. songs. It became obvious to me that there educationalists, parents and grandparents When you are facilitating the use of voice were many benefits to using song in my and asked them to use the CD and materi- output devices, symbols and also doing the work with students at an early develop- als and to feed back their comments to signs, it is not possible to play an instru- mental level, and those who use AAC. The us. We have been pleased to receive many ment as well. You will want to pause and singing voice is a powerful tool for elicit- very enthusiastic responses and also more wait for responses, so it is not always help- ing attention and maintaining concentration, ideas of how other people have used the ful to have anyone else playing a piano or and songs give opportunities for learners new resources. guitar. We have included some simple in- to respond in any way they are able. There So what are the particular features about strumental accompaniment on the CD so are many songs which ‘work’ very well for a song and the adaptations that need to that it sounds good to listen to many AAC, but all need to be adapted in particular be made? Perhaps most importantly, the times, but all the songs can be simply sung ways to enable every student to be included songs are sung at a slow pace. This allows just using your voice. in singing and interaction. The approach learners to recognise, anticipate and join The songs have been selected and adapted works well for small class groups, 1:1, and in the songs. It enables the leader to sing to give maximum opportunity for ‘AAC sing- also whole school groups. all the words clearly and with engaging fa- ers’. Some learners may not be able to sing In October 2000 I was fortunate to go on cial expression. It also allows time for vocally, but can use a voice output device a week-long study-break in Devon, where accurate signing and for juggling symbol to join in, or even lead the singing. This COMMUNICATION MATTERS VOL 20 NO 3 NOVEMBER 2006 7
melodies are not complicated, but are in- www.nicewarmsocks.org.uk containing lots
teresting and varied. It is fine to change of free resources and where the ‘Nice
both words and melodies as necessary. Warm Socks’ CD can be ordered. Anyone
They are best sung in a natural voice and can download and print off pages of the
in whatever key suits the singers. The im- music and the words. There is a section
portant thing is the interaction, not the for each song with ideas of how to use it
quality of the performance. for promoting interaction and AAC and de-
There are many reasons why using music veloping musical skills. There are also pages
to promote interaction is so effective. It giving links to the National Curriculum and
would be impossible to list them all, but ‘P Levels’.
here are a few:
• Singing together is fun and can often
promote positive reactions and laughter.
Figure 2 ‘Hello’ song with switch scan 4talk4
• It enables learners to practice AAC skills
works well when there is a regularly re- in a repeatable structure that is enjoyable.
peated line, when choices can be made • It enables AAC singers to be included
about what vocabulary should be included, in singing times and supports peer group
when the AAC singer can lead one part of relations and self esteem.
a song sung as a round and when the song
has a call and response pattern. There are
• It is a positive way of being with an-
other person which does not depend on
examples of all these features on the CD.
speech for communication.
The songs have everyday vocabulary which
is good for signing the key words and
• It is a powerful motivator which brings
together cognitive, emotional and physi-
making symbol resources to remind learn-
cal skills.
ers (and staff) of the words and support
understanding of the verbal concepts. • Attraction and attention to music
comes very early in the developmental
It is easy to include multi-sensory experi- Figure 3 Symbolised song sheet
sequence. All human societies have music
ences with the songs. Many of the songs
– we seem to be ‘hard wired’ to make and
lend themselves to using props of various I am able to offer training to institutions
appreciate music.
kinds – textures, smells, objects, lights, in- and any other groups who would like to
struments and noisemakers.
• Music can have significant effects learn a bit more about the background to
within the brain. It has been shown to Musical Interaction, to learn some of the
Many of the songs are ‘flexible’ – that is lower levels of cortisol (the stress hor- songs and how to make them effective for
the words can easily be changed to fit in mone) and raise levels of oxytocin AAC singers. They would also learn how
with any particular setting or subject. It is (important for social bonding) and also to gain confidence and to extend their own
good if a song has a repeating structure. release endorphins, the ‘natural opiates’. singing and performance skills.
For instance, you can stop in the middle
of the song in order to ask learners to
• Music is closely connected with emo- There is also a large selection of symbol
tions and can be used to explore different resources created specifically to support
choose, by any means, what item they
moods. the songs – both for visual display and to
would like to sing about. You can also make
the song personal by including the proper • It can enable learners to show abilities fit popular voice output devices. These are
names of learners. which are not language based. freely downloadable from the Widgit web-
• It helps learners to develop imitation site www.widgit.com/resources/classroom/
Some of the songs have a chorus, which
and turn taking skills. nice_warm_socks/index.htm They are in
enables the whole group to join in at cer-
Communication: In Print format. The re-
tain points. Other songs are deliberately • It can improve fine motor skills and
sources for one song are available in PDF
very short and simple. These can be very motor co-ordination.
to enable anyone to download.
effective when working with a learner • Song shares many features with
who needs to practice multiple activations speech, and can help vocal expression. CONCLUSION
of a switch or device without getting
bored. I record the first line of the song,
• It promotes peer interaction and can This project came about as a result of
influence self-confidence and self-esteem. the ‘hands on’ experience of three prac-
using an age and gender appropriate voice,
onto the voice output device and put on a • It doesn’t matter if there are long titioners who have a strong conviction
switch cap symbol and/or a larger symbol pauses or breakdowns within a song. Since that the positive benefits of singing
behind the device. The learner activates the it has a repeating structure there are many should be enjoyed by all youngsters. We
switch and ‘sings’ the first line of the song. ways of repairing the break in a positive have each been able to bring our own
You can then bring out a stimulating object way and then starting again. particular skills to make the resource as
related to the song and sing the rest of it. • All learners can be creative and make useful as possible. We were also con-
When the song ends, the object is hidden real choices about what to sing and how cerned to keep the price low, so that
and you can wait for the learner to request to sing it. families and many other care settings
could also share in supporting interac-
the song again by activating the switch. • It does, of course, support important
tion and communication through music. We
The songs can be sung by anyone – whether aspects of Music Education as outlined in
know that young people love the activities
you think you can sing or not. One of the the National Curriculum.
and the singing, and that AAC singers love
advantages of including traditional tunes
to add their voices to the songs. Á
is that these melodies have been sung by MORE INFORMATION AND RESOURCES
ordinary, untrained singers for genera- There are some important features about Shan Graebe (formerly Cowan)
tions, and seem come naturally to us. The ‘Nice Warm Socks’. There is a website Speech and Language Therapist
8 VOL 20 NO 3 NOVEMBER 2006 COMMUNICATION MATTERS
AAC and Self-Identity
MEREDITH ALLAN
Email: msmi5545@bigpond.net.au
INTRODUCTION In my youngest niece’s, Hannah’s, Friday put the hanky in her locker and her face
Self identity is a difficult topic and in main Kindergarten class, there are deaf children. said she was repulsed. She is now a nurse
stream sociological or linguistic theory, This is a part of an integration program. and mother, it was just the age and the
identity is considered in a framework of We asked her how kindergarten was, and situation.
being different and assimilating into a new whether she noticed the new children Melinda Smith has a poem, ‘Caught’, which
society. However being disabled we have speaking with their hands. Hannah was says everything we feel:
a huge physical identity. Therefore in re- bemused by all the attention. She had a
Inside my throat
lating Self Identity to Augmentative and good day at Kindergarten, nothing else.
A muscle spasms
Alternative Communication (AAC), we first Then we realised, she has known me sign-
Saliva break
must discuss physical identity first and ing all her life, it was nothing new to her. I
then venture into linguistic theory. love being Hannah’s aunt because that is A cough tickles
what I am to her, that’s all. After ten Eyes water
PHYSICAL IDENTITY months of Kindergarten, Hannah came into my chest tightens
I do not think of myself as disabled, it is my house proudly and sang the Rainbow Wheezing like crazy
strange but true. I just think of myself as song in sign language. going berserk for air
an ordinary person. I know I cannot do I do identify myself as a person who uses I lose control
some things but in the normal course of AAC (Augmentative and Alternative Com- of
my day, I do not think about it. I know I do munication). As a person who had a voice my
spend more time looking after my body and lost it, I can say I feel more a part of self
than other people, which I will discuss later. the AAC world than of the voice world. Till it comes loose
When I was at university, I wasted a lot of Firstly I lost my voice at a young age, and that thing that tries to eat me.
time on a certain male. I loved him but knew secondly when I remember the child who (Smith, 2002)
nothing would ever come of it, because had a voice, I do not like the way I used
that voice. I am an adult remembering child- I have had my saliva ducts diverted, even
amongst other things I did not go to the
hood ways. so, I still dribble. We try our hardest not to
right school. The unspoken hurts of dat-
dribble, and as Melinda says that when it
ing. We were well known on campus, as The AAC community is identifiable to us, happens, it “eats” us. Socially, it sets us
we were very involved in student politics. we share the same hurts, frustrations and apart. We never mention it, but it hurts.
Most days I picked him up and drove him joys. The outside community would lump
to university, as well as drove him home. I was in a restaurant one evening, it was a
us in one basket, as disabled, but within
This one day, we were walking from my car, train strike day. I had driven to the city to
the disabled community, we are our own
past the law school, towards the Arts and work. A couple of us had decided to see a
sub group.
Economics faculty. I was feeling good with film and have an evening meal, so we would
him beside me, and everyone knowing who Saliva unites us. Coughing, spluttering, miss peak hour traffic. I was eating Italian.
we were. I looked ahead of me and saw our choking, eating with serviettes. All things Normally I would not be so daring with what
reflections in the glass doors. It hurt. I saw that we live with but hurt us to the core. I eat at a restaurant but I was with friends
my body as the world must see me. My There are places I will not eat or drink, to so I knew it did not matter.
sexual identity too went from 100 to zero. save my own embarrassment.
All of a sudden I hear a boy from the
It took me years to again accept a sexual I remember my first day at a regular high table near us say to his father, “I hate
identity comfortable in my body. Whether school, I was 16, a few other 16 year olds the way that girl eats”. I cringed. My
we like it or not, we are identified by our were allocated as my minders. I dribbled. friends made it easy by ignoring the
bodies. As a collective group, we are la- One girl gave me her hanky, I had my own comment, but it has heightened my
belled as disabled. but did not reach it in time. She gingerly awareness of eating in public.
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10 VOL 20 NO 3 NOVEMBER 2006 COMMUNICATION MATTERSEverybody has fears of being alone. We, people think of me for making that remark. the way that you say it (Miller, 2000). Lan-
however have an exaggerated sense of The identity behind the machine is what is guage is a “complex and dynamic process.”
being alone, and all the fears that go with important. (Miller, 2000) Variations can go on forever.
it. Mobile phones and the Speech to It is important therefore that we know the
Speech relay have lessened our fears. LANGUAGE IDENTITY context of the conversation or we set the
Melinda Smith lived through her fears a The AAC identity is ‘our’ identity, we pre- context to an understandable level (Miller,
couple of years ago when a fire broke out fer to identify ourselves with AAC culture 2000). My niece, Adara, has become quite
in her unit. Luckily her personal care at- than a disability culture. It is what domi- blunt, she says “I do not understand you”
tendant was with her when it happened nates our lives, we want the ability to then goes and gets my Lightwriter.
and the fire was extinguished within min- communicate!
I am quite bad at not expanding on the con-
utes. (Smith, 2004)
With in the AAC culture, we all serve an text. Anyone that has phoned me, will
I personally have a fear of being stuck in a apprenticeship of types, we all learn to know that I say “OK” a lot. OK, is very clear,
lift. use words effectively. Some of us have a cannot be misunderstood, and will cross
The Cornelia Rau story where a mentally ill few words we can speak with our own cultural boundaries. I was on the phone
person was held in an Australian detention voices, but they do not come out legibly with a client one day. I kept saying OK to
facility for 10 months, is a very real fear and not without a lot of effort. Generally him. Finally in sheer exasperation he said,
we all have in not being understood. And we reserve the vocal voice for familial situ- “You say OK a lot but what are you actu-
to those of us who live with a disability, ations and drastic situations. ally telling me?” I had to tell him that yes, I
we could have added much more to an In- was listening, the case was being looked
Language is the primary function for en-
quiry. It is a all to common situation for at and I will have the case officer call you
acting our social membership and our
the voice-less and the fear remains with back when they get back to their desk.
identity (Miller, 2000). We live within a domi-
us always. nant language culture. We seek to express I live in one culture but have to remember
Pain, whether it be physical or emotional, ourselves in terms of that dominant lan- when I cross into another culture, they
is something that unites us. We all know guage. Our acceptance into the community need more words.
the physical pain of daily living and the is based upon successful integration into
Language is a very powerful weapon
stress we put our awkward bodies under, that culture (Miller, 2000).
(Norton, 2000). Very few people, if any, are
just to participate in life. Pain, itself, is an in a position of power without communi-
individual pain, no one else knows what it IS AAC A SECOND LANGUAGE CULTURE?
cative competence and fluency in the
feels like. It is hard to describe. Sometimes Communicative competence is critical to global language of the main culture. I guess,
you can look at a person, as people looked being accepted as a member of society, we in our culture, use silence as our
at me toward the end of the Brazil ISAAC and to be accepted as a member of soci- weapon, so the words become more pow-
conference, and you could see the pain. ety is a goal of most people (Miller, 2000). erful.
For the person who uses AAC, it may be
I do resent the time and money I spend Language and language use, then becomes
good enough to say one or two words at
looking after my body. Especially Monday an investment (Kanno & Norton, 2003). The
home and the family knows what you
nights, I get home from work, go to the reward for the investment is access to
mean, but when you are out shopping you
hydro pool, do 30 minutes in the pool, get unattainable resources (Norton, 2000). In
want 200 grams of shaved ham not two
home, have my fourth shower for the day, the AAC community, the rewards are far
shavings.
make and eat my evening meal and then wider than most people imagine. In my own
go to bed. I accept it as part of my life and Very recently I was at the take away Asian
life, the reward has been employment and
I cannot see it ending. food place in the food court. I know I defi-
being able to attain a life beyond being disa-
nitely asked for a small serving, I pointed
Pain cripples me, I usually do not want to bled.
to the small container, but I received and
acknowledge it. Acknowledging the pain
paid for a large serving. She did not under- What linguists found in the second lan-
would be giving into it. It is a uniting fac-
stand my Yes/No signals which I indicated. guage culture in schools, is that being visibly
tor, that goes unspoken but is very much
Luckily my sister was hungry when I arrived different was less important than being
part of our culture.
home. Something in the cross cultural ex- audibly different (Miller, 2000). Is this true
Emotional pain, hurts more, we build our change went wrong. If I had a voice I would of the disability culture? As I have previ-
own armour for protection. have said small and made sure she under- ously stated, I want my body back more
Yes, we have physical identity culture. It stood. I would have argued when she said than I want my voice back (Allan, 2004).
largely belongs to the disability culture. As the price. Instead I accepted the larger Being physically different is too stark a dif-
much as I try to ignore it, and pretend I do serve, paid 80 cents extra and reserved ference. Where those in a second language
not belong to it, it is a place where I feel my energy for more important things. culture can negotiate an identity through
most comfortable, listened to and empa- becoming more competent in a language
I do not realise how much I use gesture.
thised. (Kanno & Norton, 2003), we will still be iden-
Gesture is quick, and it is acceptable in the
tified as disabled, even if we reach
I have so far neglected the machine. The verbal world as a communication tool.
communicative competence.
machine. My Lightwriter. My life. Betty is my Sometimes when I reflect on my day at
voice. Beautiful Betty. Betty is part of my work, I realise I have said very few times I It is a vicious cycle, in one way we can
personality. Other people may use Betty have reached for the Lightwriter. I have strive to break through barriers, and reap
as their voice, but they are not me, they laughed at jokes, sent emails to col- our rewards, but we will always have a stigma
do not use the Lightwriter as I use the leagues, listened to conversations and placed on us by the global community.
Lightwriter. There is still room for me to used gesture a lot. I do feel as if I have
The choice is there, we can respond to
be me. Lots of room. interacted all day even though I have not
imposed marginalisation by creating our
actually said much.
People say to me, “what a fantastic ma- own pathways to escape or we can revert
chine”. I am blunt in my reply. “The machine A social culture also has infinite rules, to the safety of living within our own com-
is boring, I am fantastic”. I do not care what which includes not just what you say but munities (Miller, 2000).
COMMUNICATION MATTERS VOL 20 NO 3 NOVEMBER 2006 11We do have a language culture, we iden- of our own self identity, we strive to “make REFERENCES
tify it by our own struggle for acceptance sense of the myriad complexities of our Allan, M. (2004) Untying Knots: Looking at the
in a talking world. We do struggle in the social experience” (Quinn & McNamara, Augmentative and Alternative Communication
(AAC) struggle to be heard through a feminist
same way as a second language speaker 1988), and break through the disability bar- perspective DEAL Newsletter. Summer 2004.
struggles for the rewards of communica- rier to be accepted as ourselves. Kanno, Y. and Norton, B. (2003) “Imagined
tive competence in a strange land. (Norton, Communities and Educational Possibilities:
Yes, we do have a language identity, but
2000) Introduction” in Journal of Language, Iden-
its identity is swollen into a larger identity tity and Education 2 (4), 241-249. Lawrence
AAC has become another intrusion that of disability. Within our own identity of Erlbaum Associates Inc.
society has to expand it’s own tolerance self, it is a large part of our own identity. It Miller, J. M. (2000) “Language Use, Identity and
boundaries to accept. Just as multi- pre-occupies our day. Email and SMS has Social Interaction: Migrant Students in Aus-
culturalism has expanded society’s tralia” in Research on Language and Social
made it easier to communicate in an man-
Interaction 33 (1) 69-100. Lawrence Erlbaum
boundaries, where accents are now ac- ner acceptable to a society that demands Associates.
cepted, so too must our voices become fluent interaction. Norton, B. (2000) “Identity, Acculturation and
accepted as the norm and not just, “oh, Language Loss” in McKay, S. and Wong, S-L.
Our need to communicate, our struggles,
what a fantastic machine”, or “you have an (Eds.) English Language Learners in the United
society’s demand that we communicate, States: A resource for teachers. Cambridge:
alphabet board, wonderful you know your
that make form the identity we have for Cambridge University Press. pp. 443-461.
alphabet”.
ourselves. It is the sociological dichotomy Quinn, T. & McNamara, T. (1988) “Social Iden-
and “psychological distinctiveness” (Quinn tity Theory” in Issues in Second Language
CONCLUSION Learning Waurn Ponds, Vic.: Deakin Univer-
& McNamara, 1988) that AAC creates for sity Press. pp 29-38.
We are identified by our bodies firstly and us, that becomes our identity in our own
Smith, Melinda (2002) Through Your Eyes, Rich-
foremostly. We are perceived as a group minds. Á mond: Spectrum.
member of disabled beings. We have little Meredith Allan Smith, M. (December 2004) Personal corre-
choice in how we are perceived. Conscious President of ISAAC Australia spondence.
Augmentative and Alternative Communication AGOSCI News
The Official Journal of ISAAC AGOSCI News is the newsletter of the Australian Group on
Editor: John Todman, UK Severe Communication Impairment. It is an ISAAC affiliated
publication and is published twice a year.
The only publication integrating AAC theory, research and practice.
Augmentative and Alternative Communication is of special value to CM Members rate (per year): £21
speech therapists and professionals who have a clinical, educational
and research interest in this growing field. Each issue includes:
ISAAC Israel Newsletter
• Tables and illustrations show valuable research data
• Related studies sections list topical articles and their abstracts ISAAC Israel Newsletter is an ISAAC affiliated publication.
• Valuable sub-heads guide you quickly through the article Published annually in the spring of each year, in Hebrew with a
few English abstracts.
International in scope and transdisciplinary in approach, the AAC
Journal presents articles, case studies, position papers, conference CM Members rate (per year): £19 (airmail)
abstracts, with direct implications on program development,
assessment and intervention. This Journal stimulates development
and improves service delivery in non-speech communication. Unterstutzte Kommunikation
Published Quarterly: March, June, September, December This ISAAC affiliated publication is published four times a
CM Members rate (per year): £47 airmail (£30 student/retired)
year in German by ISAAC-GSC.
(£130 ISAAC Institutional/Corporate) CM Members rate (per year): £36 (airmail)
Members of Communication Matters (ISAAC UK) must send their orders to CM (address at bottom of page)
Readers outside the UK can order in local currency from their local Chapter of ISAAC, or in dollars directly from
ISAAC, 49 The Donway West, Suite 308, Toronto, ON M3C 3M9, Canada Tel: +1 416 385 0351
Email: info@isaac-online.org Website: www.isaac-online.org
When ordering from Communication Matters, make your cheque payable to Communication Matters, and send to:
COMMUNICATION
MATTERS
c/o ACE Centre, 92 Windmill Road, Headington, Oxford OX3 7DR
CM Tel & Fax: 0845 456 8211 E: admin@communicationmatters.org.uk W: www.communicationmatters.org.uk
12 VOL 20 NO 3 NOVEMBER 2006 COMMUNICATION MATTERSCommunicating Together at the
ISAAC 2006 Conference
ALAN MCGREGOR
Dept of Applied Computing, MicroCentre, University of Dundee, Dundee DD1 4HN, UK
Alan McGregor was awarded some funds by problems of funding of people who use sity lecturer, talked about how against the
the ISAAC’s ‘People who Use AAC Commit- AAC like myself. I offered to ISAAC UK to odds she had achieved all her goals. I was
tee’ to attend the ISAAC Conference in use my music CD that I am preparing, as a moved and enthused that she had managed
Düsseldorf, Germany in 2006. This is his re- charity CD that could be used by their or- to achieve so much. It reminded me deeply
port to ISAAC, reproduced with permission. ganisation to fund other people who use that I still have important aims in my life.
OPENING CEREMONY
AAC. I think it is so valuable for all that there • From Loneliness to social participation.
is a mix at a conference like this, therapists,
The conference ceremony began with a
• Emergent writing for students with complex
researchers and people with disabilities, all
needs.
musical performance by people who use communicating together. I gain so much from
AAC playing as a band, with guidance from participating in events like this.
• Rock and Roll Therapy: I enjoyed this. This
their teacher. They had had just three days was a good idea, to engage young people
ALON’S SMILE by using the words of familiar songs to help
to prepare this: I was very happy and
moved that disabled people were involved This was a theatre performance of a play with language skills.
at the opening ceremony. This was topical written by Alon’s mother. Alon was born • Attitudes towards AAC users: Simplistic
for me, because I make my own music and with very complex difficulties and grew up and weak and I felt that the presenters did
have played live before, twice in Dundee. with very limited communication abilities not really understand us.
but is a bright intelligent person. The play
Over the past months I have been exploring • Mobile phone based communication tech-
and trying to work out a way of doing bet- was done with one actress playing all the
nology: This interested me because these
ter live performances with my teacher at the parts and with accompanying music. It was
could be life saving devices for people with
MacKinnon Centre. It was good, it looked incredibly powerful and moving as it de-
complex needs.
fun, it made me think that I would like to do picted the struggle the mother had to get
the correct care for her child against nega- NETWORK/PEOPLE
a performance of my own music, on my own,
at the ISAAC conference in two years’ time. tive attitudes from social and medical I met a number of people and exchanged
services. The play touched on the sheer ideas. Professor David Koppenhaver of the
TALKS difficulty the mother had to face, until at Appalachian State University suggested we
I felt both my talks went well. The first was one point she had a nervous breakdown. work together by e-mail on software that
an illustrated talk about my experience of It was magic because in the end it was assists non verbal people to read better. I
swimming and representing Scotland in the about hope. Hope, because through her am happy to participate in this.
Paralympic Games. I explained how being in- efforts the child that she loved so much A speech therapist from Reading was very
volved in this was crucial for me to grow ended up going to school like others and interested in me doing my talk to 14/15
and develop as a person. I had felt upset, interacting with the other kids. It was great. year olds in schools in the region of Berk-
defeated and depressed about my disabil-
SEMINARS ATTENDED shire where she has responsibility. Again I
ity. The discipline and passion for swimming,
would be pleased to participate in this.
and the hard work made me forget my prob- • My Life Story: An amazing presentation by
lems. My talk appeared to go down well and a 12 year old AAC user (helped by her mum). TECHNOLOGY
I got a lot of positive feedback and interest This was just great, she was such a star. There were lots of amazing machines that
from the audience. Several people came to • AAC and Self Identity: This was about self promised much for the different ways in
me during the rest of the conference inter- identity and experience. Meredith Allan talked which communication difficulty occurs and
ested in my talk. My second talk was with about her new computer voice which was for people with different or multiple disabili-
the lecturer from the University of Dundee, realistic and Australian like her. She also talks ties. I tried some of the devices, such as
about how useful it was to have an AAC about how embarrassed and awkward she the Tango, which many people found im-
user involved directly as ‘part of staff’. The felt at times. I related strongly to this be- pressive. Lots of ideas. But I felt there was
advantages or disadvantages this gives to cause I used to be embarrassed at myself in nothing that I would want for me. I am still
research applications. This also went down public but have worked through that. waiting for a small device that could fit on
well and was of interest to the researchers • Working Full Time with a disability. This the wrist and could sent signals to a
from other universities. interested me because I take my helping speaker on a lapel. Many manufacturers
with the university seriously. and designers listened to me but I think I
CHAPTER MEETING
will have to wait a long time. I was at times
On the first day I went to the ISAAC chapter • Communication as a meaning-based process. disappointed in the technology. Á
meeting of the UK. There was a lively dis- • AAC Award Lecture: A Korean woman with
cussion about ISAAC and in particular the cerebral palsy like me, who is now a univer- Alan McGregor
COMMUNICATION MATTERS VOL 20 NO 3 NOVEMBER 2006 13Access to Technology for
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www.techcess.co.ukMaking Friends at the ISAAC 2006
Conference
BETH MOULAM
Email c/o: admin@communicationmatters.org.uk
I was lucky enough to go to the Inter- and Reke from Hungary. Our parents and
national Society for Augmentative and carers had to help us talk because the girls
Alternative Communication Conference in all spoke German and I speak English.
Germany in the summer. I can recommend Denise and I spent all our spare time to-
it to anyone who uses AAC. gether playing tic-tac-toe (noughts and
I travelled by car with Mum and Dad going crosses) – we didn’t need to talk for this!
in the Channel Tunnel. We left home on On the Monday morning we did our black-
the Friday at 6.30am and got to our hotel light presentation in front of 850 people
in Düsseldorf at 3pm. It seemed to take who were at the conference. It might have
forever but we had breakfast in the car been scary but we couldn’t see them be-
and then stopped in Calais and bought a cause it was dark. Other groups from the
McDonalds for me. AAC camp played music and showed art.
Beth and Denise at ISAAC 2006 Conference
The Novotel was great. Our room had a On the Monday afternoon I did my pres-
bathroom with an adjustable shower seat entation. I don’t know how many people Over the next three days I also met up with
and sink and rails for the toilet – just what came but the room was full. It was a great loads of people I already knew. I saw Janet
I needed. The staff were really friendly. experience and I have had lots of emails from Larcher my IT Consultant who comes into
One funny thing was my Lightwriter people since to say how interesting it was. school, friends from 1Voice, and also Pe-
couldn’t say ‘wiener schnitzel’, which made During the conference I met very many ter and Angela Zein, Simon Churchill and
them laugh but they knew what I wanted. people from all over the world and I have the team from ACE Centre Oxford that I
I attended the AAC Camp on the Saturday stayed in touch with some of them. I lis- see at their family days. In the exhibition I
and Sunday. This was really fun. We had tened to a lady called Meredith Allan from tried out lots of different bits of equip-
two days learning and planning to do black- Australia talk about identity; she uses a ment and I am now hoping to get a mount
light theatre. This is done in total darkness Lightwriter like me and said lots of things for my Lightwriter to go on my wheelchair.
using special lights that show things in that I think about myself. I met Mel who is Mum had planned I would not go to the
white. Denise and I wore white gloves and an artist and poet; her poems about being conference every day but spend time with
we made our hands dance together. We an AAC user are inspirational for me. Alan Dad. In fact the conference had such a lot
have lots of photos but they are all very McGregor from Scotland talked about his happening and there were so many peo-
dark! My poor Dad had to keep lying on swimming and he made me want to walk ple I knew that I wanted to be there. I am
the floor for hours under a black sheet as on my own even more. I was able to try planning what I would like to present in
he was holding a pole for a white ribbon out the software for the Stand Up pro- Montreal in 2008 and I hope to meet up
to make the Communication Bridges logo. gramme with Annalu Waller. Stand Up is a with all my new friends again. Á
In my group I made friends with three girls: joke telling program for children who use
Denise from Austria, Nele from Germany AAC, and the jokes were very good. Beth Moulam
COMMUNICATION MATTERS VOL 20 NO 3 NOVEMBER 2006 15You can also read
