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Communication Representation-­‐Expressive Transcript This map represents a continuum of ways that expressive communication is made possible. Expressive refers to the sending of messages. Learners with deafblindness can use a number of these ways to make something happen in their environments. Again, please note that these communication forms move from a basic to a more complex level of representation. Facial expressions are not necessarily purposeful but a reaction to circumstances such as smiling or grimacing. Vocalizations are those that can be distinguished from one another such as those used when the learner is content and those used when distressed. Body movements may be used to show anticipation for an activity or dislike for another. For example, a learner’s arms might flail when seeing lunch or turn away from the spoon when the food selection is disliked. Switches may be used for environmental or social control. They can turn items on such as a vibrating toy or a radio. A recorded message can also be activated by pressing a switch. The message can be used to gain another’s attention or to tell a joke! Touching another person through direct contact, or even by using eye gaze, can be a way for a learner to express that more of something is wanted or there is a need. Manipulating a person could mean the learner pulls the hand of the caregiver (who is holding the cup) to the learner’s mouth. It could mean moving a peer’s hand (who is holding the coins) towards the front of a vending machine. Touching an object would allow a learner to make choices throughout the day whether that be in the cafeteria, during spirit club, as a response to a science unit review or shopping for a new backpack. Extending an object, such as an empty soda bottle, might indicate the learner would like more. Simple gestures could include waving hello and good-­‐bye, or gesturing when finished with an activity. Examples of pointing might be pointing to the TV remote, pointing to the cupboard where the snacks are kept or pointing to the closet when wanting a different basket of toys or materials. Once a learner can point (direct or by eye gaze), there is readiness to use a two or three choice system. These systems might light up or play a recorded message when the learner indicates a preference. Complex gestures are extensions of earlier, simpler gestures. Examples of these are “come here”, shaking one’s head “no”, and shrugging shoulders for “I don’t know”. Although miniatures can be used, remember that a learner’s cognitive and visual abilities should support one’s use of them. If so, miniatures can be velcroed to a strip so that the learner can indicate what activity might be engaged in next. Miniatures should never be used with learners who are blind. Pictures or line drawings can be used by the learner to express the need for job materials, sharing where one went with the family the night before or making a menu selection at a fast food restaurant. They may be displayed on a switch or on a voice output communication device or communication board. Manual signs, non-­‐speech symbols, electronic systems and speech are true symbols. The learner must understand that there is a one to one relationship with the person/place/item/activity to which it refers. Credits: Stremel, K. Expressive Communication Map (as cited in January 2005 DB-­‐Link).Used with permission from K. Stremel.