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COMMUNICATION
MATTERS
APRIL 2006 Volume 20 Number 1
THE JOURNAL OF COMMUNICATION MATTERS / ISAAC (UK)
IN THIS ISSUE REGULAR COLUMNS
Feature: AAC Suppliers Update CASC News
The Appropriate Use of PECS? Diary Dates
AAC Strategies: Tools for Success Across Environments Press Releases
BETT 2006 & The Special Needs Fringe Trustees’ News
Find A Voice: Celebrating 10 years of supporting people with
communication needs
Successful Literacy for Children with Severe Communication Difficulties
“What Communication Matters means to me”
COMMUNICATION MATTERS JOURNAL
VOLUME 20 NUMBER 1
APRIL 2006
CONTENTS
2 The Appropriate Use of PECS?
Ann Gresswell & Rachel Moore
5 Successful Literacy for Children with Severe
Communication Difficulties - Review of AAC Study Day
Katie Clarke
7 Find A Voice: Celebrating 10 years of supporting people
with communication needs
Joy Butcher
11 BETT 2006 & The Special Needs Fringe
Janet Larcher with Maggie Wagstaff
Cover: Fun with toys at the Find A Voice Loan Library
13 AAC Strategies: Tools for Success Across Environments
(page 7) - Review of AAC Study Day
Kate Laws, Jo Weaver, Mike Sissions, Alison Galvin, Julie Tarn
17 “What Communication Matters means to me”
Liz Moulam
AAC SUPPLIERS UPDATE FEATURE
23 Introduction to Feature & CM Road Shows
24 Crick Software Ltd
COMMUNICATION MATTERS JOURNAL
ISSN 0969-9554 25 DynaVox Systems Ltd
Communication Matters / ISAAC (UK) 26 Richard Hill & Associates
c/o The ACE Centre
92 Windmill Road 27 Inclusive Technology Ltd
Oxford OX3 7DR, UK
Tel & Fax: 0845 456 8211 29 Liberator Ltd
Email: admin@communicationmatters.org.uk
Website: www.communicationmatters.org.uk 30 Madhouse Software Productions Ltd
Registered Charity No. 327500
Company Registered in England & Wales No. 01965474 31 Mayer-Johnson
Editors, Design & Production 32 Modemo Ltd
Sally Millar Email: sally.millar@ed.ac.uk
Patrick Poon Email: admin@communicationmatters.org.uk 33 Possum Controls Ltd - AAC Division
Advertising and Overseas Subscriptions
Tel & Fax: 0845 456 8211 35 Prentke Romich International Ltd
Email: admin@communicationmatters.org.uk
37 Smartbox Assistive Technology Ltd
Copy Submission
Preferred text format: Microsoft Word 38 SRS Technology Ltd
Preferred graphics/photo formats: JPEG, TIFF
Copy deadline: 16 June 2006 (Vol 20 No 2) 39 Toby Churchill Ltd
27 October 2006 (Vol 20 No 3)
41 Widgit Software Ltd
The Communication Matters Journal is the official
publication of Communication Matters / ISAAC (UK),
and is an ISAAC affiliated publication.
This Journal provides a forum for discussion, and views expressed in
REGULAR COLUMNS
any section of this publication are the views of the writer(s)
exclusively: publication in this journal does not constitute 19 Trustees’ News
endorsement by Communication Matters / ISAAC (UK) or ISAAC of
those views expressed. This is in no way affected by the right of the
Editors to edit all copy published. Publication of advertisements in
19 CASC News
this journal is not an endorsement of the advertiser nor of the
products and services advertised. Communication Matters reserves 20 Press Releases
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.
22 Diary Dates
Printed by Crowes of Norwich
COMMUNICATION MATTERS VOL 20 NO 1 APRIL 2006 1
The Appropriate Use of PECS?
ANN GRESSWELL & RACHEL MOORE
The ACE Centre, 92 Windmill Road, Oxford OX3 7DR, UK Email: gresswell@ace-centre.org.uk
Having presented ‘Moving on from We have considered the roots of PECS be able to question, to reason, to evalu-
PECS’ at the CM2005 Communication and what it was originally designed to ate, to describe events, to predict, to plan
Matters National Symposium, we would do. The PECS literature indicates that: and to negotiate. For these youngsters,
like to open further debate on the sub- • PECS was developed to support non- alternative AAC resources are needed.
ject of PECS (Picture Exchange speaking students with autism where Alternative AAC resources may include
Communication System) and the way in other communication systems had failed. communication books, communication
which it is often used indiscriminately charts and speech output devices. The
throughout our special schools. • Youngsters learn to give a picture
following points need to be considered:
of a desired item to a communication
When preparing our presentation we
partner in exchange for that item. In this • The use of a consistent core vo-
tried not to be confrontational. How- cabulary to combine with and modify
way a youngster learns about one-to-
ever, because of the way in which PECS topic vocabulary can allow a youngster
one interaction as a basis for
has been vigorously marketed and to significantly expand their communi-
communication. We acknowledge that
taken on board by schools, often without cation potential.
for some youngsters this step is essen-
consideration for the differing needs of
tial in learning to engage in social • The young person will need to un-
individual youngsters, we feel that debate
interaction. derstand that these resources are
within this area is now essential.
The PECS literature also provides crite- directly accessed by pointing and that a
When we visit schools, we often see communicative message can be deliv-
ria for giving up PECS as follows:
PECS being used inappropriately for ered in this way.
youngsters, who either do not need it, • Speech vocabulary is as large as
• Communication partners need to
or who, if provided with appropriate PECS vocabulary.
use the young person’s resources as a
communication tools, could have • Initiation with speech is intact. two-way system in order to model how it
moved on to more effective communi-
cation. It is clear that the youngsters’
• Length of spoken utterance is as can be used functionally and in context.
long as PECS utterance. There are significant benefits, which
individual needs have not been care-
fully considered. The situation has not • Speech is intelligible to an untrained result from using a pointing system. For
listener. example:
been helped by the publication of arti-
cles supporting the use of PECS for all This list excludes a significant number
• Speed of communication is likely to
youngsters with communication diffi- be increased.
of young people for whom we contend
culties (e.g. Stevens, 2006). this system is no longer appropriate or • The cognitive and physical load in-
Our presentation ‘Moving on from PECS’ may never have been appropriate in the volved in building up a sentence on a
was written in response to increasing first place. There are youngsters, who message strip and handing it to some-
numbers of referrals of autistic young- have not developed functional speech one is removed.
sters to the ACE Centre in Oxford. or who continue to need visual support • Resources accessed by pointing
These referrals requested communica- in order to produce speech, with the (where no building up of a message on a
tion technology as well as advice on how potential to produce far more creative message-strip or exchange is needed)
to progress the communication of expressive language than PECS allows. enables greater creativity of language
youngsters already using PECS. These are young people who need to and a wider range of linguistic concepts.
2 VOL 20 NO 1 APRIL 2006 COMMUNICATION MATTERS
• Fluency can be significantly in- • There may be concern that the person are paramount, and whatever
creased. youngster is not building up a complete communication system they use is de-
sentence when communicating and veloped as a result of careful
• A growing PECS system adds signifi-
that this aspect of language develop- consideration of their individual needs.
cant bulk and weight as more
ment may be neglected. While For some youngsters PECS can be an
vocabulary is added. A low tech point-
developing sentence structure is an essential first step towards social inter-
ing system tends to be less bulky.
important part of language develop- action. When this first step has been
• Parents and teaching staff report that ment, the emphasis during achieved, other methods should be con-
maintenance of the PECS system can face-to-face communication needs to sidered for further developing their
be difficult as symbols can be lost, be placed on the meaning of the mes- communication. For others, PECS is sim-
wrongly re-positioned or destroyed! sage being communicated. ply not an appropriate communication
These maintenance issues are reduced
- A telegrammatic sentence is ac- tool and should never be used.
where vocabulary items are not individu-
ceptable during face-to-face
ally attached using Velcro. Ann Gresswell, Teacher & Physiotherapist
interaction.
Rachel Moore, Speech & Language Therapist
Concerns are often expressed when - A full grammatical model of the
considering moving on from PECS which youngster’s message can be sup- REFERENCES
need to be addressed: plied at the time by the Frost, L.A. & Bondy, A. (2002) PECS The Picture
• Typically, concerns are expressed communication partner. Exchange Communication System. Training
- Targeted and structured sessions Manual. Pyramid Educational Consultants UK Ltd.
over the loss of a system with which
on the computer and elsewhere MacDuff, G.S., Krantz, P.J., & McClannahan, L.E.
the young person has become familiar. (1993) Teaching Children with Autism to use Pho-
However, the transition between the can be used to further develop lan- tographic Activity Schedules. Journal of Applied
two systems can be managed in a guage structure. Behaviour Analysis 26, 89-97.
Krantz, MacDuff and McClannahan (1993) Activity
number of ways. These include:
IN CONCLUSION Schedules for Children with Autism’.
- Maintaining two resources for a We wonder whether, in the light of the Latham, C. (2005) Developing and using a Communica-
time. tion Book. Communication Matters Vol 20 No 1.
heavy marketing of PECS in this and Mirenda, P. (2001) Autism, Augmentative Commu-
- Maintaining elements of the PECS other countries, we should be more vig- nication, and Assistive Technology: What Do
system within the new resource orous in questioning the efficacy of its We Really Know? Focus on Autism and Other
e.g. a timetable. Developmental Disabilities 16(3), 141-151.
generalised and inappropriate usage.
Stevens, N. (2006) Beyond autism: the Picture Ex-
- Incorporating the new system Surely, we should be promoting a cul- change Communication System. RCSLT Bulletin
within the PECS book initially. ture where the needs of the young Jan 2006 , Issue 645.
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 year
CM Members rate (per year): £42 airmail (£28 student/retired)
in German by ISAAC-GSC.
(£63 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
COMMUNICATION MATTERS VOL 20 NO 1 APRIL 2006 3
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Review of AAC Study Day
presented by Karen Erickson
Successful Literacy for Children with
Severe Communication Difficulties
KATIE CLARKE
1Voice Communicating Together, PO Box 559, Halifax HX1 2XT, UK Email: info@1voice.info
Communication Matters and Aug- family weekend to look at ideas around • Phonic work is good but blended
mentative Communication in Practice: literacy and give parents a chance to sounds do seem to be a problem.
Scotland held very successful AAC hear one another and share ideas. • Planet Wobble series (using Clicker)
Study Days in Dunfermline, London and Although we ran only a one hour work- on computer – www.planetwobble.com
Manchester during November 2005. shop it did give us time to get lots of
These were presented by Dr Karen
• Read out loud together signs, e.g.
suggestions and practical tips onto a flip shop names, street names, traffic signs
Erickson who is the Director and Lit- chart after spending discussion time in
eracy Specialist Teacher based at the groups. Overall the feeling was that this
• Cloze-Pro software is really helpful
Center for Literacy and Disability Stud- for school and homework.
is a huge area with little expertise that
ies, North Carolina, USA. is vital to our children’s development • Finding time is hard – use grandpar-
I went to the Manchester workshop with and education. ents if they are available!
Angie McCormack and was pleased to Below are some of the ideas we had: • Try and find time for bedtime read-
see some other 1Voice members and ing and stories.
catch up with their news over the
• Write things down constantly – keep
breaks.
showing our children written words. • Scan books into the computer
Some of us scribble down easy to read • Be creative in giving access to text
Karen was a dynamic speaker – hardly notes during meal times to encourage via any means.
pausing for breath – and gave us lots of children to understand the importance
valuable information on successful lit- of reading.
• Listen to tapes and follow the text in
eracy for children with severe books.
• Remember it is so much harder for
communication difficulties. I am sure
our kids and will take much longer – it
• Put key words around the house and
those who attended were inspired and stick to objects.
takes non-disabled children 5 years
motivated to take some of the ideas
before they can begin to read sen- • Appropriate text for age, e.g. do not
back to their homes, schools or work-
tences easily. stay on the same book over and over
ing place.
• When writing letters walk or drive again.
As we know our children and young
people who use AAC face many barri-
around the letter formation with their • Write down lists, e.g. shopping, itin-
hand on your hand (i.e. your hand under, erary.
ers in learning to read. We had also been
looking at these issues on our 1Voice
not hand over). • Visual sequential memory games
chat group during the latter part of the • Use word walls and put them some- (e.g. I went to market and bought…) or
year and know that our children and where very visible like near to the tea putting a recipe from a book into the
families as well as teachers do struggle. table. right sequence.
We felt it would be a good opportunity • Give plenty of time for everyone • Let our children make mistakes – it
to run a parent workshop at our 1Voice involved. is OK to be wrong.
COMMUNICATION MATTERS VOL 20 NO 1 APRIL 2006 5
• Use less symbols and more of the FROM LIZA CLEMENTS: she liked to vocalize words, even if only
written word. This is second hand parent feedback by mouthing them – Karen made me re-
• Have high expectations from Day as I didn’t go but two members of school alise we needed to make a step change
One and insist staff working with our staff did. They felt encouraged that they and after discussion at home and lots
children do the same. Raise their aware- had been on the right track with the ap- of practise B. is now reading silently
ness. proach they had been using but that though still not fast enough for her own
they had learnt so much more at the liking, but she’s getting there.
• Have the days, week, month chart
day and came away with more ideas. A whole day on developing reading and
visible and use as a daily activity.
They were very glad that they had gone literacy skills for those young people
• Have an alphabet frieze in the bed- together because the day was so who use AAC and already have the ba-
room.
packed and there was so much to take sics or at least a good grounding would
• Ask for specialist support and ad- in. be really welcome.
vice and say you feel you this is
important – your child has a right to lit- FROM LOUISE SMITH: CM EDITOR’S NOTE
eracy.
(Mum to 13 year old daughter with If anyone has responses to this article
• Resources – look on the Institute for Worster Drought Syndrome. L. uses a or further suggestions on developing lit-
Brain Injury website. communication aid but prefers sign and eracy in AAC users, please copy them
• Also – the Institute for the Achieve- use her voice, but very limited by both.) to us for the CM Journal as well as to
ment of Children with Potential, Our local professional attended. Just 1Voice, to reach a wider audience and
Philadelphia. writing to encourage any parents who to ensure that professionals and parents
attended the Study Day to write in, es- and all concerned are ‘reading from the
• Have a long term vision.
pecially if it can give help and support same hymn sheet’.
We really wish to keep this topic alive to any parents who were unable to at-
so if anyone else has any good sugges- tend any of the Study Days - it certainly REFERENCES
tions please do e-mail 1Voice so we can seems as if an interesting and informa- Software and websites:
tive time was had by both professionals
print them either on our web site or in • For general Clicker information:
the next newsletter. To contact 1Voice, and parents.
www.cricksoft.com/uk and Planet Wobble
email: info@1voice.info www.planetwobble.com UK
FROM LIZ MOULAM: • Cloze Pro: www.cricksoft.com/uk/
Good luck and do enjoy the reading to-
gether! The whole day was fabulous. Karen products/clozepro/default.asp
Erickson has amazing energy and pas- • Center for Literacy and Disability
Katie Clarke
sion. Her thoughts and ideas were Studies: www.med.unc.edu/ahs/clds
1Voice Communicating Together
inspiring – I came home with a list of • British Institute for Brain Injured Chil-
Below are some further parent comments things to try out and then talk to others dren: www.bibic.org.uk
on the Karen Erickson day, first published involved in my daughter’s literacy de- • The Institutes for the Achievement
in the Feb/March 2006 issue of the 1Voice velopment. B. already read age of Human Potential in Philadelphia:
Newsletter. appropriately but this was very slow, as www.iahp.org
National Network Family Day
Sunday 16 July from 10am
Hothorpe Hall, Near Market Harborough, Leicestershire
Fantastic venue, huge grounds, good access, just off the M1
Adults £10, Children £5 including buffet lunch, face painting, fun and games
Meet other users, role models and families to share ideas and information
Make it a weekend and also join us for
Role Model Workshop - First Impressions Count Teenager’s Workshop - Be Confident, Be Cool
Friday 14 July from 1pm Saturday 15 July from 10am
AAC Role Models (aged 16+) free for participants, AAC users (secondary school age) with role models,
book early - limited numbers free incl. 1 parent/carer, book early - limited numbers
Annual General Meeting - Saturday 15 July at 8pm
All members welcome. Dinner, Bed and Breakfast £25 pp including Network Day
For full details of how to attend and further information Contact: 0845 3307862 www.1voice.info Reg Charity No: 1087615
6 VOL 20 NO 1 APRIL 2006 COMMUNICATION MATTERS
Find A Voice
Celebrating 10 years of supporting people with
Communication Needs
JOY BUTCHER
Find A Voice, 49 Beaver Lane, Ashford, Kent TN23 5NU, UK
Tel & Fax: 01233 640443 Email: joy@findavoice.org.uk Website: www.findavoice.org.uk
Find A Voice was first registered as a HELPING PEOPLE
charity in 1996, at first using the name
Find A Voice supports people of all ages
‘The Kent Language And Communication
with severe communication needs and
Centre’, later changed to ‘Find A Voice.’
provides a range of services. Clients
STARTING THE CHARITY seeking assistance from Find A Voice
have a range of disabilities, including
Joy Butcher, a parent of a young person
learning disabilities, strokes, brain in-
with a speech and language disorder and
jury, autism, MS, MND and cerebral
learning disabilities, was the founder of
palsy. There is no age restriction; the
the Charity. It was at a very early stage in
Charity provides help for pre-school
her son’s life, that Joy recognised that
children right through to senior citizens.
Adrian really needed the assistance of
Importantly the doors of the charity are Fun with toys at the Find A Voice Loan Library
alternative and augmentative commu-
also always open for parents/carers and
nication to enable him to be an active
all professionals. 2006. Like a number of other commu-
participant in society. When assess-
ments for a communication aid were nication organisations, Find A Voice is
SERVICES PROVIDED AT FIND A VOICE supporting the Scope ‘Speak for Your-
sought, Joy discovered that the Kent
Authorities needed additional re- self’ campaign, trying to highlight the
Integrated Community Equipment Funding
sources and services. From this point need for people to have statutory rights
via A Direct Payment
Joy has not stopped working to assist to receive communication aids.
Find A Voice thoroughly researched the
with this need across the county and procedure for applying for communi- Resource loan library at Find A Voice
indeed across the country. cation aids through the Integrated Find A Voice has a free loan library avail-
The Charity started its life in Joy’s home Community Equipment Funding (held able to parents, carers and professionals
where she began to network with a by local Government and Primary Care across the County of Kent and Medway.
number of organisations locally and Trusts, 2002) and established that com- Loan equipment includes switch access
across Kent, gathering experience and munication aids were covered by these toys, simple communication aids, train-
expertise from being a steering group budgets. The research involved many ing videos and reference book and a
member of Partnership with Parents, hours of liaising with PCTs and Social number of very popular Makaton Parent
and from the experience of other Trus- Services, other professionals and Mem- Packs. Wednesday is library morning and
tees. In 2000 the Charity had the bers of Parliament. Through these children and adults visit the Centre.
opportunity to expand. At this stage Joy efforts Find A Voice was able to estab- Other times to visit can be arranged to
stood down as Chair of Find A Voice, and lish the foundations for a Direct suit the client, parent or professional,
became the full time Executive Direc- Payment for communication aids pro- as necessary. Many referrals to the li-
tor in charge of the daily running and vision in Kent. With the Becta funding brary come from the Portage service,
strategic direction. The Charity’s Trus- from Government for school aged chil- Specialist Nursing Team, schools, stu-
tees and office bearers brought a wealth dren in place, the main focus of this dents studying health and social care
of experience, having variously worked work currently is in assisting adults, al- courses. One local secondary school
with AFASIC, the Board of Governors of a though this may change as the runs a child-care course and the girls
special school, and one as a lecturer and Communication Aids Project (CAP) have the opportunity to join the library.
author in special educational needs. funding ceases at the end of March Professionals have been pleased to ac-
COMMUNICATION MATTERS VOL 20 NO 1 APRIL 2006 7
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cess the service, as some of the equip- We have two valued long-standing vol- participants who can be assured of time
ment is not available elsewhere, as unteers. and attention to address any needs and
evaluations show: “very helpful service”, challenges they may encounter.
Training in Symbol Use
“staff very friendly and welcoming”, “life- Feedback shows that participants find
line to my daughter”. Developments in technology make it
the courses helpful or very helpful, fre-
feasible to use symbols routinely in the
The resource library is taken out to quently commenting that they now have
home, in classroom activities and in
many community groups and statutory the confidence to make grids, change
residential care settings. As people
organisations, and conferences. Grants wordlists, design newsletters, import
become more computer-literate they
from several organisations have helped symbols into PowerPoint and so on. It is
can prepare, for example, laminated
build the Find A Voice Library. heartening to hear that many come on
cards for a menu-board or a communi-
our courses with the aim of becoming a
cation book. However, dedicated
IT and Communication Training ‘symbols resource person’ or enabler for
software for printing or displaying sym-
their own workplaces. An invaluable part
Find A Voice also provides students with bols (such as BoardMaker and Widgit’s
of the training is networking over lunch
communication tuition through the use Writing With Symbols and Communicate
and exchanging ideas and experiences
of IT. Students come from a variety of in Print) is not learnt at school or col-
of how symbols are being used in a wide
establishments locally; residential cen- lege. It can be daunting to tackle this
variety of settings across education,
tres, day centres and private homes, for software just from the manuals, and
social services, speech and language
45 minute sessions. Students vary in many become discouraged.
therapy and in the home.
age; the youngest so far was 11, though
At Find A Voice we became aware of
the average age is 33 years. Most stu- ISSUES AND CHALLENGES
the following challenges that included:
dents are taught on a one-to-one basis
making learning both more personal and
• Care home groups investing heavily It is our impression that the symbols
in symbols programmes for their com- software product range is both expand-
more finely tuned to meet their needs,
puters which were then unused because ing and diversifying. While DynaVox is
but some others are taught on a 2 to 1
staff did not know how to access them. working to expand UK curriculum con-
basis, supporting their learning through
tent in PCS symbols, Widgit is expanding
competition and group interaction. An • Teaching staff able only to print out
the scope of its new Communicate se-
individual assessment is made on each lines of symbolised text without know-
ries, but offering only Widgit Rebus
student prior to formal attendance at ing how to change wordlists or make grids.
symbols with this new generation of
the centre, through a ‘Come and try it
• A child being supplied with a VOCA software. These developments may ben-
out for yourself’ session. Each student
with one overlay- staff unable to make efit many users, but it also leaves many
is given a Portfolio of Skills attainment
a new overlay for another activity. carers and professional users uncertain
and in some cases an Individual Learning
• Voluntary organisations sending out as to which software best meets service
Plan; presently some students are mak-
newsletters with misleading symbols as users’ needs. Some organisations appear
ing a lifestyle portfolio.
the typist was not selecting correctly hesitant to commit to any programme.
Students who come to the centre have
from the symbols available.
various communication difficulties and PUBLICATIONS
we try to support them to communicate Through our experiences with young The Find A Voice newsletter is published
in different ways through the use of IT, people looking for communication aids four times a year. Our website
for example by the use of the Internet, we also became aware of the close link www.findavoice.org.uk provides up–to-
email, and software promoting the use between effective access to symbols date information about alternative and
of communication skills and literacy. and effective use of communication augmentative communication and the
Several students find it difficult to com- aids. day to day work of the charity.
municate verbally, others find reading
FIND A VOICE COURSES SPONSORSHIP AND SUPPORT
and writing problematic and another stu-
dent, despite the fact he can understand Since 2003 we have delivered 38 We are very grateful for the support and
a number of languages and use a PC, lacks courses to 262 people, 2 off-site and sponsorship of a number of local com-
everyday social communication skills. the rest in Ashford, on Writing With panies and individuals. Many fundraising
Symbols 2000, Communicate in Print, activities are planned to celebrate our
To date, we have taught 14 students and
BoardMaker. Soon we will also offer 10 th Anniversary. Further details of the
some have been with us for over 3 years.
Communicate by Choice. Considering events are available on our website.
Several students have attained a level
of communication that is identifiable that some of these provide symbols for
whole schools, departments, day cen-
THE FUTURE
with the National Core Curriculum Mile-
tres or classes the number of service Reaching ten years old is a great suc-
stones: whilst another student is
users ultimately benefiting must run cess for Find A Voice, but its real
learning to use her own laptop to ac-
into hundreds. Although the vast ma- achievement is enabling people with
quire new communication and literacy
jority of those attending work in Kent, speech, language and communication
skills. Other students are now using
we have had delegates from as far a needs receive the equipment and sup-
Email and the Internet to converse, not
field as Belfast! (Our courses are open port they need to be able to
only with faraway relatives but within
to all, but parents and those working in communicate and to be active and in-
their own social groups too.
Kent/Medway pay a reduced charge.) cluded members of society. As Ashford
WORK EXPERIENCE AND VOLUNTEERS continues to grow, Find A Voice will con-
Our courses were initially led by out-
tinue to do the same, working with more
We offer valuable work experience in side trainers, but we were gradually able
partner organisations, and building a serv-
office administration on a regular basis to develop in-house expertise to run the
ice needed for the County of Kent and
to school and university students and courses. This has allowed us to move
hopefully beyond.
to adults with a disability including learn- from large-scale groups of up to 20 par-
ing disabilities and visual impairment. ticipants to small groups of up to four Joy Butcher, Executive Director
COMMUNICATION MATTERS VOL 20 NO 1 APRIL 2006 9QED
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10 VOL 20 NO 1 APRIL 2006 COMMUNICATION MATTERSBETT 2006 & The Special Needs Fringe
JANET LARCHER WITH MAGGIE WAGSTAFF
Email: janet@larcher.co.uk
BETT 2006 needs area needs to be by an entrance equipment and software to any interested
or on a main thoroughfare so that every- individual without their acquiring the bat-
one is exposed to it as they negotiate tered elbows and a hoarse voice which
their way around the exhibition, not can be features of BETT. There are also a
tucked a way in some far flung corner. number of one hour seminars each day,
presented both by suppliers and practi-
SPECIAL NEEDS FRINGE tioners, all on very relevant and interesting
special needs topics.
The Special Needs Fringe exhibition is
family as well as teacher and therapist
friendly and provides a good opportu-
nity to compare different products ‘face
to face’. There is obviously some over-
The huge British Education Technology lap with CM/CASC Roadshow days. On
and Training exhibition takes place at these days you typically attend six pres-
Olympia, London every year in January. entations by different suppliers and while
If you want to know about anything to do there is time to ask questions there is not
with using computers in an educational a lot of time for one-to-one discussions.
setting then this is the exhibition to go to. At the Special Needs Fringe there is plenty
It’s free, but if you are thinking of going of time for in-depth discussions of issues
next year remember that it’s important to and problems being experienced.
register in advance www.bettshow.com to In recent years, Inclusive Technology
pre-book seminars and avoid the long has hosted a separate exhibition five HIGHLIGHTS
queues to get in, also and maybe to hear minutes walk away in the Hilton Hotel. Some of the products that particularly
about special offers, etc. Most of the Special Needs hardware and caught my eye this year are given below.
The exhibition is packed with massive software suppliers known in the AAC
stands from all the big names in com- field take a stand in this Special Needs Software
puters, software, whiteboards, Fringe exhibition. Several companies Sherston have updated much of their
government (BECTA), and computer fur- take a stand in both exhibitions and put software to include features to make it
niture but there are also hundreds of the staff most interested in Special accessible to children with physical and
other stands representing small and Needs aspects of their business in the visual difficulties via what they have ti-
specialist suppliers and agencies with a Special Needs Fringe exhibition. Some tled the ‘Inclusion tab’ in the teacher’s
wealth of useful bits and pieces and suppliers have to make a choice be- options. They now have switch access
information. Suppliers tend to try to have tween the two exhibitions (or a ‘third as well large pointers, and a choice of
all their new and exciting products ready way’ – Don Johnston set up across the colours both for the pointers and the
to ‘launch’ at BETT. road). This might be confusing for peo- backgrounds. 123-CD Special Edition and
There has always been a ‘special needs ple attending for the first time. Stripy Tiger & Spotty Shark’s Picture Box
village’ area but it has always been con- Sadly Widgit Software and Don Johnston were good additions to the early nu-
troversial and this year was no were not at the Special Needs Fringe meracy and painting activities for switch
exception. This year it was placed be- this year, and neither were any of the users. Visit: www2.sherston.com/sen
yond the refreshment and sitting out specialist Visual Impairment suppliers. Widgit Software have extended the re-
space and despite the crowds in the main Nonetheless this exhibition is representa- sources available for Communicate: in
exhibition it was virtually deserted when I tive as well as being quieter, friendlier Print 2 so that symbols and icons are
visited it. If Inclusion is really at the cen- and with people having time to talk, an- available for curriculum topics. They
tre of educational thinking the special swer questions and demonstrate their have also produced printed resources
COMMUNICATION MATTERS VOL 20 NO 1 APRIL 2006 11for children with learning difficulties so their ethos of clear simple presenta- up at your new venue. This really does
that they too can have books on cur- tion. For the oldies amongst us they look like the touchboard we have been
riculum topics like their peers. The use have also have resurrected Developing looking for (from £4100). It is likely to
of Communicate in Print to make a wide Tray. Visit: www.2simple.com come with the Hitachi EWB software that
range of resources quickly and easily is Cricksoft’s Clicker5 has many great fea- compares well with other suppliers (e.g.
difficult to surpass. Ready-made re- tures. If you know Clicker4 really well it Smart notebook). It’s in the picture of the
sources can be purchased as Communicate: takes some getting used to (voice of front page of their website under Special
by Choice. Visit: www.widgit.com bitter experience) but it is worth it. The Needs Fringe: www.inclusive.co.uk
Resource have always been a source new Food and Weather resources pro-
Access
of good quality software and Number duced with Espresso are very well
Bunnies extends the repertoire for early presented with enough text and excel- Barry Bennett is a company that I was
number work. It is not only well pre- lent speech and graphics and video unaware of before BETT. It has an array
of laptop stands, mice that are used with
sented, but fulfils the numeracy support. The ORT materials are also a wel-
requirements as well. Albert’s Paintbox come addition. Visit: www.cricksoft.com the hand in a vertical position, docu-
has immense potential not only for ment holders and work stands.
Hardware Demonstrations and assessments can
painting but also for setting targets in
following instructions and using a win- be easily arranged with the company.
The stunner of the show was the Inclu-
dows environment, all with very visual Visit: www.barrybennett.co.uk
sive adjustable height plasma display.
end results. Visit: www.resourcekt.co.uk They were showing the larger 50 inch Other
Inclusive Technology have extended high definition model that gave an awe- QED demonstrated the switch operated
the Choose IT range (if you haven’t seen some bright, clear display unsullied by still and video camera ViviCam 10, it
Nursery Rhymes and Legends, do so!) shadow (and no projector to look into, worked without palaver, has a clear on-
with Fairy Tales. ChooseIT maker and become fixated with or even hit your screen display, and works with any 3.5
SwitchIT maker are both in their sec- head on.) The adjustability is electronic jack switch. Visit: www.qedltd.com
ond version now and easier to use, with and easy; as low as 39 cm from the floor
more choice, supportive of more mul- and as high as 167 cm.
Janet Larcher, Independent AAC Consultant
timedia and with more ready made The structure is such that wheelchairs
Maggie Wagstaff, Warwickshire LEA
content. Visit: www.inclusive.co.uk will be able to get close enough, and
2Simple have expanded their range of the whole thing is truly portable and
software enormously without losing wheelable, with no re-calibration and set Photos courtesy of Inclusive Technology
12 VOL 20 NO 1 APRIL 2006 COMMUNICATION MATTERSReview of AAC Study Day
presented by Carol Goossens’
AAC Strategies:
Tools for Success Across Environments
KATE LAWS1, JO WEAVER1, MIKE SISSONS2, ALISON GALVIN2 & JULIE TARN2
1
Speech & Language Therapy, The Children's Centre, Durham Road, Sunderland SR3 4AF Email: kate.laws@chs.northy.nhs.uk
2
The Dales School, Morton on Swale, Northallerton, North Yorkshire DL7 9QW Email: speech@thedalesschool.org
KATE LAWS AND JO WEAVER, SPEECH & to do just that. The approach is based 2. Trying to run an AAC group where
LANGUAGE THERAPISTS, WRITE: on a facilitator (therapist, teacher, etc.) each child is functioning at a different
As recently qualified Speech and Lan- pointing to/showing picture symbols as level has been difficult.
guage Therapists completely new to the he/she speaks. With ALS, the facilitator uses one of four
field of AAC and physical disability, we ‘zones’ when modelling symbols. They
were faced with a steep learning curve can: (1) show individual symbols to a
in our first year of work. Having survived child, (2) point to symbols on a large
our first year, we continue to encoun- board (16 or more Velcro symbols), (3)
ter daily challenges related to the point to a smaller number of symbols
successful implementation of AAC In this way, children are constantly ex- on a vest he/she is wearing, or (4) point
within the school/home environment. posed to a stream of visual stimulation to symbols on the child’s own expres-
and simplified language during interac- sive communication device. The ‘zone’
Thankfully, Carol Goossens’ Aided Lan- tion. you use depends on the abilities of the
guage Stimulation (ALS) scheme has
ALS slows down the speaker as he/she child you are working with. Within groups
come to the rescue! In February 2006,
selects the correct symbols to display. of different ability levels we’ve found it
we attended a workshop led by Carol
It simplifies the language being used useful to switch between different
Goossens’ entitled ‘AAC strategies:
by breaking down sentences into ‘zones’, e.g. having several symbols on
Tools for Success across Environments’.
words; e.g. “We’ve got to OPEN (point- a large board for some children (facilita-
The day involved explanation of the ALS
ing to the symbol for OPEN) the juice tor board) and pulling off individual
approach, including theoretical and
and POUR it IN (pointing to the symbol symbols to show others (hand-held zone).
practical aspects, using real life exam-
for POUR IN) the CUP” (pointing to the
ples on video. 3. As therapists working and learning
symbol CUP).
together, we have jointly led groups for
We have chosen four key points from
Using ALS provides a positive model for AAC users. We often find ourselves dis-
the day that address some of the chal-
symbol users. After all, how can we re- tracted by each other as we try to verbally
lenges we encounter.
ally expect our AAC users to become prompt individual children to respond.
1. As therapists we constantly face the fluent symbol users if we, as key peo-
Carol explained the difference between
challenge of getting children to use their ple in their environment, seldom model
a ‘multiple facilitator’ model (where sev-
AAC system frequently and interactively the interactive use of symbols? eral adults are interacting with individual
throughout the day. Having tried ALS with a group of chil- children) and a ‘primary facilitator’ model
Learning to use AAC is like learning a dren (half of whom use aided AAC), it (where one adult runs the show). She
foreign language. Carol stressed that the seemed to have a positive impact on pointed out that the ‘multiple facilita-
only way to become fluent in a language all children’s attention levels and their tor’ model could be chaotic, as children
is to be totally immersed in it. ALS aims understanding of activities. continually have to switch their point of
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W: www.techcess.co.ukfocus between speakers. We immedi- • Agreeing on Velcro rules (i.e. always establishing the focus of attention for
ately identified with this and saw some use the rough sided Velcro on the sym- the children whilst other adults, or sec-
of our own groups in this description. bols – “hard on the card!”). ondary facilitators, play a discreet role,
In the primary facilitator model, one • Deciding on symbol size, type and supporting pupils quietly so as not draw
person presents all activities and uses colour between therapists wherever attention from the primary facilitator.
ALS in full view of the children, while sup- possible to allow sharing of materials: The primary facilitator has a wide range
porting staff position themselves behind of visual stimuli to hand, mostly in the
the children and non-verbally prompt re- form of pictures and symbols, and (this
sponses where appropriate (and join in is crucial), she is mobile – Carol uses an
with any singing activities!) Optimal seat- office stool on castors which enables
ing arrangement is also crucial: her to scoot back and forth between
pupils picking up resources as she goes.
Figure 1 Before workshop: Symbols in colour on Carol also mentioned several general
white background; colour-coded borders points of good practice including seat-
ing arrangements for pupils,
involvement at all stages of the lesson
or activity and the reduction of waiting
or ‘holding time’ for pupils.
All the resources are designed to give
maximum visual support and are deliv-
Figure 2 After workshop: Symbols in black and ered across four ‘zones’. These zones
white; colour-coded background
range from actively moving an object
There is no doubt that ALS requires lots directly in front of the child and catch-
Figure 1 Seating arrangement before workshop
of time to make and organise resources. ing his attention with sound and action,
However, with resources in place, the through to constructing meanings by
potential benefits are likely to be well pointing sequentially at symbols on a
worth the effort. board at some remove from the child.
We still have a long way to travel on our Nominally, these zones cover a devel-
road to finding the secret of success- opmental range of around 2 months to
ful implementation of AAC. However, 2 or 3 years. Interim zones involve the
our small foray into the world of ALS use of proximal pointing (i.e. pointing in
has already made differences to the which the finger makes contact with the
children we work with. We intend to object of regard) and here, memorably,
continue employing ALS strategies Carol wears an apron to which symbols
when working with children using AAC, are attached with Velcro. In combina-
and hope to begin using this approach tion with the office chair this allows
within our mainstream settings. Carol to bring a flexible array and choice
Figure 2 Seating arrangement after workshop of symbols directly to the pupil. The
Thanks to Philippa Robinson and the
apron also allows the facilitator to keep
By making these small changes, our team at Communicate, Newcastle upon
her hands free and to stay in the pupils
groups have been much calmer, and the Tyne, for organising an excellent train-
line of vision whilst the symbols are in
children appear more focused and at- ing event. Also to Carol Goossens’ for
use. All four zones can be used in the
tentive. her inspirational presentation.
same session, with the same group of
4. An ongoing challenge in the group set- MIKE SISSONS, TEACHER, WRITES: pupils, enabling effective differentiation.
ting is the amount of time children spend Carol Goossens’ illustrated her work This kind of visually supported learning
waiting for a turn, while another child is with video clips which gave a real sense environment demands a large number
responding. of the energy and commitment she of resources in the form of objects, pic-
In groups, when each child is given a brings to her teaching and the enthusi- tures, symbols, picture boards and
turn to speak, a large amount of waiting asm she inspires in others. This evident displays. To ease the burden of produc-
time is created for the other children passion for the work, combined with ing these resources Carol advocates a
e.g. if each child in a group of six were organisational skills and a clear sense cluster approach, with schools select-
individually asked a question and took of direction, came across as a power- ing a single theme, identifying the
approximately one minute to respond, ful motive force in bringing about the curriculum opportunities which it presents
child X would have received one minute increased attention, motivation and in- and then pooling their time and effort in
of target time and 5 minutes of non- volvement of her pupils which she was order to make the required materials.
target time. Carol explained that the key able to record over time. The principles which underpin Carols
is to engineer activities where all chil- Carol outlined principles which apply work (inclusion, differentiation, active
dren are engaged most of the time (e.g. across the curriculum in what she called learning, building upon prior knowledge
singing to the whole group, or engaging an ‘engineering approach’. This engi- and skill, assessment for learning etc.)
non-targeted children’s attention to the neering of the learning environment will resonate with teachers and her tech-
visual displays). aims to facilitate access for all children niques offer one way of implementing
In addition to the key points mentioned through differentiated instruction. Here them in the classroom. They also raise
above, we also picked up a number of are some of the main points. Firstly the challenging questions about curriculum,
‘easy once someone’s told you!’ practi- roles of the adults are clearly defined staffing levels, training, and groupings
cal tips from the workshop, which have with one person – the ‘primary facilita- of pupils within a school. Specifically
made a huge difference to our practice: tor’ – leading the session and (and these were the questions on my
COMMUNICATION MATTERS VOL 20 NO 1 APRIL 2006 15mind after the close of the day): how do example adopting a mat for snack time fast Mat. I am introducing a pupil to the
the National Curriculum schemes of and using a board for news and literacy use of the Picture Exchange Communi-
work and units of work sit with a thematic sessions to encourage the children to cation System (PECS) with temptations
approach, is the number of secondary be more active in their involvement. It based on activities she has shown in-
facilitators sufficient to ensure the suc- has been great to see how the new terest in. With the support of the class
cess of a lesson, have all facilitators ideas have been accepted and how the teacher I am creating a ‘snack mat’ for
received adequate training in the relevant teaching staff have been willing to try the pupil to use in class appropriately
principles, and how, if at all, should pu- something different. As a member of during snack time, creating and using
pils be grouped for lessons? an outside agency, it is sometimes dif- as a communication opportunity with an
ficult to introduce alternative ways of activity that happens every day. The
ALISON GALVIN, SPEECH & LANGUAGE working into a school, but I am fortu- symbols will not only include the choice
THERAPIST, WRITES: nate in that I have a good working of food and drinks, but also ‘more’ and
I tuned in to Carol Goossen’s voice and relationship with the staff and we can ‘open’. I am going into class to support
was hooked for the rest of the day! The negotiate on new ideas. I feel very posi- the pupil and to work along side the
information presented was quite easily tive that the day with Carol will affect class team, hoping to develop the vo-
followed and the video clips of the prac- the work carried out with many of the cabulary over time.
tice brought the theory to life. She did children in our school and will undoubt- I was looking forward to the information
seem to skip around on the topics, how- edly lead to greater communicative day with Carol Goossens’ as I had heard
ever, and the section on Thematic experiences for a lot of children. only positive thoughts on her work. It
Planning was not covered. There was met all my expectations, giving me
plenty of information for one day, JULIE TARN, SPEECH & LANGUAGE ideas, inspiration and also the reassur-
though, and enough to return with to THERAPY ASSISTANT, WRITES:
ance that the work I do in communication
feel that you could begin to make some The morning sessions were set at a within both my roles at school is well on
realistic changes. good pace. I was surprised when it was track.
The idea of using visual support is not time for a break and even more sur-
prised when the lunch items were being Picture Communication Symbols (PCS) are copy-
new within our school; every classroom right Mayer-Johnson LLC, PO Box 1579, Solana
already uses symbols to a great extent prepared. Carol is a very easy person to
Beach, CA 92075, USA
alongside Makaton signing. What was listen to, an expert in her field. I soon
new, however, was the way in which found myself writing notes and think-
teachers could effectively ‘talk’ through ing of pupils at school who would
using symbols to supplement the key benefit from aspects of her work. The
words in the language used. A core vo- video clips were very powerful, provid-
cabulary is used and extended to ing excellent representation of
reinforce every aspect of familiar ac- examples of her work.
tivities and routines, for example snack There were several highlights of the day
time and story time. It was great to see for me. The use of a ‘non time depend- Communicating
together
snack time become much more of a able line’ immediately made me think
structured activity rather than simply a of a young pupil I am currently support-
quick break in the day and to see genu- ing with a tactile communication board. 1 Voice is run by a team of
ine interactions take place between the I am struggling with temptations to make families, role models and
teachers and the children to encourage him want to use it. Several thoughts professionals in consultation with
two-way communication. struck me as I was listening to Carol. I children to provide a network of
The materials used were amazing and it am guilty of constantly giving verbal information and support for
led me to wonder where the time would prompts to ‘encourage’ the pupil to press
children and families using
come from to make such resources. the switch, but I am now going to take a
step back and stop nagging! Giving this
communication aids.
Eventually, it would be expected that
centres could share resources, but ini- pupil a ’non time dependable line’ would 1 Voice takes a family and social
tially the time investment would be enable him to access a cause and effect
perspective on communication and
huge. I thought that perhaps it would be situation with his aid without feeling un-
recognises the great need for adult
best to make a few displays and sto- der any pressure AND be able to be part
of the literacy lesson in class. role models to inspire children and
ries, then share them around the school
to see how the staff felt that they could I currently work in a special needs
families alike. 1 Voice promotes
use them. It may then be possible to school as an Advanced Teaching As- families supporting each other to
make some more specific storyboards sistant and a Speech and Language overcome the isolation that being
as requested with the help of the Therapy Assistant I enjoy both roles and unable to speak can bring.
Speech and Language Therapy Assist- feel that they complement each other.
ant and Teaching Assistants. Through this unique position, I can see For more information please
the benefit of two of Carol’s work prac- contact:
My next thought was which of the teach-
ers would be prepared to wear a vest to tices - the use of the primary and 1 Voice
attach the symbols onto and would also secondary facilitators in class and the
PO Box 559, Halifax HX1 2XL
scoot around the classroom on a immersion approach to using symbols.
I would like to use these in my work Tel: 0845 3307861
wheelie stool? I had a couple in mind
and certainly one has taken me up on and hopefully inspire others! Email: info@1voice.info
the challenge! With other teachers, The final highlight and the one I am cur- www.1voice.info
we’ve chosen to focus on specific as- rently working on at school, is the use
pects of Carol’s philosophy, for of a ‘snack mat’ based on Carol’s Break-
16 VOL 20 NO 1 APRIL 2006 COMMUNICATION MATTERSYou can also read
