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Help sheet 1 What is multi-sensory communication? Communication is a two way process where one person gives and another person receives a message. The person giving a message can make their message clearer by using multisensory strategies. It will aid the understanding of a person receiving a message if they can engage their senses. Multi-sensory communication is the use of actions, gestures, signs, objects, photographs and symbols to support spoken and written language. Practical activity Identify objects and actions which you could link with the words and phrases associated with these daily activities … Getting dressed Making a drink Washing hands Eating a meal Use objects and actions together with speech to enhance the two way communication process. Further information and courses Inclusive Communication Universal Module Help sheet 2 Using actions, body language, gestures, signs and words to communicate Using actions and demonstrating actions together with spoken words can help people to understand spoken words and is a good first step towards signing. Using body language and facial expressions together with actions can help add meaning to a message. Many signs are similar to gestures, especially those linked with every day activities, such as dressing, brushing hair, cleaning teeth, cooking and playing sport. Practical activity Use actions and gestures together with speech regularly in your everyday routine. Use gestures when you talk about daily routine activities such as brushing hair, cleaning teeth or getting dressed. Further information and courses Inclusive Communication Universal Module Communication Passports and Plans Module Help sheet 3 Communication profile Communication combines verbal and non-verbal skills. A communication profile helps us to describe how an individual conveys a particular message by recognising their verbal and non- verbal communication and associating with an intended message. A communication profile may be used to describe unique or individual ways of communicating; this is particularly helpful when speech is unclear. Appreciating how an individual communicates helps us to know and understand them better. Here is an example of a communication profile. Communication profile Name Sam Date How does s/he communicate no? Holds out right hand in front of body, frowns and then turns away… sometimes mumbles no. How does s/he show pleasure? Smiles, brings hands together in front of body says ‘yey’. How does s/he ask for something? Takes another person by the hand. How does s/he greet or acknowledge a familiar person? Signs hello with thumb up and smiles, may turn away from person (very shy). Practical activity Think about your own verbal and non-verbal communication when you are playing with your child. In what ways do you communicate? What do you say? Further information Communication Passports and Plans module Help sheet 4 Communication passports Some people have difficulty communicating important messages. Communication passports provide simple useful information about the unique way a person communicates. Here is an example of a communication passport. Communication passport My name is Jo I often lead people by the hand to things I want or need. I make choices by pointing to things I want. Show me real objects or photographs and I will choose what I want by pointing. Please sign to me; it helps me to understand what you say. I understand lots of signs. I can sign these words… hello, stop, no, come, play, look, biscuit, cake, ice cream, drink, crisps, more, again, lots, me, you. I often greet people by hugging them; I am learning to shake hands instead. I am learning to use a symbol to ask for help and when I want the toilet. If I show you a toilet symbol, please help me find the nearest toilet. Practical activity Think about places and situations where Jo’s communication passport would be helpful. Further information Communication Passports and Plans module Help sheet 5 Objects of reference and communication boxes Objects are carefully selected, which are associated with a child’s everyday experiences. For example, a cup links with having a drink, a plate links with lunch time, a ball with playing outside, a book with story time and a bag with going shopping. Once a child can recognise the link between the objects and the activity or experience, and understand that the object has a meaning, they become objects of reference. Objects of reference can then be used to help children to make choices, understand instructions, realise what is going to happen next, indicate preferences or dislikes and make requests. To ensure objects are accessible when needed it is helpful to keep objects of reference together in a box or tray. Everyday objects can be used as objects of reference Practical activity Think about objects that link with your daily routine or weekly activities. Further information Using the Environment to Support Communication module Help sheet 6 ‘Now and next’ Using the concept of ‘now and next’ can help children and young people to understand time and anticipate events. Understanding what is going to happen next can have a positive impact on behaviour. To teach children the concept, it is helpful to have a simple visual representation of ‘now and next’. Now Next Then place objects or photographs to indicate what is happening ‘now’ and what is happening ‘next’. Once children understand the concept of ‘now and next’ they may be able to make choices about the sequence of activities. For example, “story now” and “next lunch”, or “lunch now” and “next story”! Practical activity Make a simple ‘now and next’ board and place objects or pictures into it to explain it to someone. Further information Using the Environment to Support Communication module Learning 2 Communicate module