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Lakeside School Communication Policy
2015
Total Communication Policy
INTRODUCTION
This policy has been written jointly by the headteacher and the speech and language therapists and
has been adopted by the governing body.
It is a joint statement of belief in communication being central to the life and work of the school an essential part of all the work we do. The term ‘handicapped’ has been replaced over time by the
term ‘disabled’, and our pupils are rightly described as having learning and physical disabilities.
However without a means of communication our pupils are handicapped. It is within our gift to
remove this handicap and enhance the lives of our pupils. It is key to the achievement of the aims
of the school.
AIMS
The school aims are:
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Provide stimulating teaching and a curriculum which motivates pupils, enabling them to
enjoy school and develop a positive attitude to learning and life.
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Provide opportunities which will encourage, support and challenge pupils to develop as
independent young people
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Provide a safe, supportive yet challenging environment in which all members of the school
community are valued, respected and enabled to succeed
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Provide partnerships with parents and the wider community which will enable its pupils to
become valued members of society
The development of communication for every child is key to the achievement of these aims.
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Without the ability to communicate pupils cannot take part in the curriculum and benefit
from ‘stimulating teaching’
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Communication is the single most important factor in enabling our students to develop as
independent individuals
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Pupils will be respected when their views and needs are considered alongside everyone
else’s. They need to develop means of communicating their thoughts.
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Pupils can safely make attempts to communicate in the knowledge that their efforts will be
accepted, appreciated, and celebrated.
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Communication needs an audience. Our pupils need to communicate at school, at home and
in the wider community. In order to achieve this they will need a range of communication
methods tailored to their needs.
WHAT IS COMMUNICATION?
According to the National Joint Committee for the Communicative Needs of Persons with Severe
Disabilities it is
“Any act by which one person gives to or receives from another person information about that
person's needs, desires, perceptions, knowledge, or affective states. Communication may be
intentional or unintentional, may involve conventional or unconventional signals, may take
linguistic or non linguistic forms, and may occur through spoken or other modes." (1992)
Lakeside School Communication Policy
2015
PRINCIPLES
Speech is undoubtedly the best form of communication there is. It is the goal to aim for with each
child. It requires no preparation of materials, no equipment, and is understood by everyone.
Therefore we will aim to develop speech in every child. However, for physical or psychological
reasons not all children will be able to develop speech and others will only develop speech later in
their lives, or at a slower rate than the norm.
For these children it is essential that we look at all forms of communication and decide which
method, or combination of methods, is the best to be adopted by that child at a given stage in
their lives. It must be remembered that giving a child an alternative method of communication will
not inhibit speech but rather enhance its development, because all forms of communication are
used alongside speech. Even when speech is beginning to emerge, using additional methods can
enhance and accelerate the process. It can provide a visual prompt to encourage speech and
support the structuring of phrase and sentences for children at a single word level. Alternative
methods will not inhibit the development of speech or replace it. They also support a child’s ability
to understand the communication of others.
A TOTAL COMMUNICATION ENVIRONMENT
Lakeside must be a total communication environment where pupils feel valued, and supported to
want to communicate with their teachers and peers. All pupils, irrespective of their communication
needs, will have access to signs, symbols and other communication aids, so they may acquire the
skills needed to communicate with those who use a different mode of communication from
themselves.
A total communication environment must enable all children to:
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develop pre verbal skills
develop verbal comprehension and expression
develop social interaction skills
formulate, and convey their ideas
develop emotionally and to gain self esteem
develop independence
express choices and develop self advocacy skills
take their place in society
In a total communication environment all staff must be aware:
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that communication is important in its own right and needs time allocated to its
development, in lessons, in therapy sessions and throughout the school day.
that for pupils with autism their facility with language may mask an underlying inability to
understand the concepts and they also need support
social communication problems must be addressed for pupils with autism even though they
have good vocabulary and/ or clear speech.
that pupils must have constant access to their communication aid ( books, PECS cards,
symbols, VOCAs etc). This includes having appropriate vocabulary available in the relevant
format,
of the importance and value of each person’s opinions and ideas
of the need to provide good models for speaking and listening
that they need to encourage pupils to communicate with each other
of the need to speak to non verbal children appropriately, including comment and discussion
with which children can be actively involved.
whilst language will be simplified for many pupils vocabulary must always be age
appropriate.
Lakeside School Communication Policy
2015
ROLES AND RESPONSIBILITIES
Speech and Language Therapists
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Assess child who has been referred by school
Decide on the nature of the communication difficulty and the support which must be given by
therapists and class staff.
Plan programmes of therapy and intervention
Provide direct therapy as appropriate and agreed
Liaise with class teacher
Liaise with the autism team where relevant
Ensure class staff are aware of best ways of encouraging communication for individuals and for
encouraging peer to peer communication in whole class.
Where VOCAs may be required, to assess the child and recommend the correct aid. To support
the child, staff and parents in the best use of the VOCA. To provide programming training and
other technical support and advice on vocabulary. Ongoing programming can be delegated to an
appropriately trained member of class staff, parent or carer.
Where communication books and other ‘low tech’ aids may be required, to assess the need and
decide on the most appropriate method(s). To support staff to produce aids and advise staff and
parents on the best methods of use. Support and train the chid to use the aid initially.
Monitor progress
Offer staff training in communication issues as requested
Suggest areas for staff training where a need is identified by the therapists
Provide a report for all children on the SLT caseload, as part of the annual review process.
Support and provide training for any designated TAs and decide on relevant pupils for this TA
support.
Senior Management Team
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To establish an ethos and culture in the school which will promote a total communication
environment
To develop policies regarding aspects of total communication and review these periodically
To liaise with all relevant professionals in setting and reviewing polices
Monitor the use of total communication strategies across the school and plan for ongoing
training.
Liaise termly with the SLT team about priorities and any other issues that occur re
communication
Professional Development Manager
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To highlight courses in communication to all staff
Ensure training in communication is offered as widely as possible to cover all adults in the
pupils’ lives – parents, health staff, taxi personnel etc,
Autism Team
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Advise on issues re social communication difficulty
Teachers
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To set communication targets jointly with the SLT whenever possible
To implement speech and language programmes throughout the school day
To liaise with therapist on best ways of developing communication in individuals and through
the whole class
To ensure that total communication support is available to the child throughout the school, day
Ensure that VOCAs and symbol books are constantly updated and have appropriate vocabulary
for each lesson.
To raise concerns about any pupil not on the SLT caseload.
Lakeside School Communication Policy
2015
TAs / MSAs
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To work with teachers on communication plans
To enable pupils to be able to interact with others, including the use of total communication
To enable pupils to communicate their ideas by giving them time and helping them interpret
what is being said and what they need to say
To ensure that speech is encouraged outside lessons, at lunch playtime etc
To encourage pupils to communicate with each other in leisure time
To carry out specific work under the guidance of the SLT and class teacher
Other Professionals
To be aware of the importance of communication and helping to develop it in their own various
settings ( physio, medicals etc) by speaking directly to the child and waiting for response either
directly from the child or through a knowledgeable interpreter
ASSESSMENT AND PRIORITIES
All children with severe learning difficulties are likely to have some communication difficulties
because of their delayed learning skills. It is accepted therefore that many will have their
communication skills supported and developed in the classroom by teaching staff using the total
communication strategies outlined here.
Those pupils requiring a speech and language therapy assessment will be those pupils where:
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There is a clear mismatch between general learning skills and communication skills where
the latter is more impaired.,
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There is a mismatch between areas of communication e.g. between verbal comprehension
and expression
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The curriculum is inaccessible due solely to communication difficulties
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The pupil has limited functional communication
METHODS OF COMMUNICATION
The following communication methods are used at Lakeside. They may be used singly or in
combinations as appropriate to the child. Adults will always use spoken language alongside all
alternative methods.
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Speech - the prime goal
Vocalisation
Symbolic sounds e.g. ‘brrm brrrm’ for ‘car’
Facial Expressions
Body positioning
Gestures
Signing - see section below
Objects of reference - see section below
Photographs – to point to or exchange for an object
Pictures - to point to or exchange for an object
Symbols - to point to or exchange for an object
PECS
Switches
VOCAs - see section below
Lakeside School Communication Policy
2015
OBJECTS OF REFERENCE
An object of reference is a term that describes the use of objects as a means of communication.
Objects can be made to represent those things about which we all communicate: activities, events,
people, and ideas just like words, signs and symbols. They can be used to support communication
for people with complex needs such as those with profound and multiple learning difficulties or
those who are pre-verbal with visual impairment or other sensory impairment.
Objects of reference can be used for a number of reasons:
 As a bridge to more complex forms of communication such as sign, symbol or word
 To help develop an awareness and an understanding of the environment, for example by
signalling what is about to happen
 As a means of timetabling or sequencing activities of the day
 To help people make choices about the activities they wish to do
Objects of reference are often very specific to an individual but it has been agreed that Lakeside
will have a “core” vocabulary of generic objects of reference that will be used within the school. It
has been agreed that these will be references for activities which are out of the usual class base, or
led by another teacher. These objects need to be used consistently to ensure they are meaningful
to the pupil. It is of utmost importance that the objects are presented to pupil immediately before
the activity (paired with verbal language e.g “Coming to sensory”) and that care is taken to allow
the individual time to explore (usually in palm of hand) and “process” the object of reference.
Staff have found it very useful to have objects of reference presented on a board with hooks on
within the classroom so they are easily accessible, some pupils will be able to be share an object of
reference (e.g be shown them and pass on) others may need to take the object to the place they
are going (so will need an individual one). It will also be necessary to ensure a matching object of
reference is in each place e.g. sensory zone, on inside of music lodge, inside door of swimming pool
and in the Extended ed sensory room.
Core Vocabulary - Objects of Reference
Object of reference
Pad
Primary 1 and 2
Primary 3 & above washbag with pad
(to be undone and student helped to explore discreetly)
Armband (chlorine smell)
Net bag containing foil
Bells on band
Torch
Small paper fan
Segment of string of beads
Represents
Toilet
Toilet
Swimming
Sensory room
music
Science/D and T
Outside
Omni-vista
When transition between classes/placements take place information re objects of reference used
must be passed to new class/placement, and recorded in Transition Handbook.
Lakeside School Communication Policy
2015
VOICE OUTPUT COMMUNICATION AID - VOCA
Where VOCAs are recommended for use the following issues need to be considered and addressed.
Assessment and Identification of need
The SLT will assess a child for VOCA use. The child will have to show some pre abilities for example
the ability to recognise symbolic representations and to be able to make choices. Manual and
physical dexterity also has to be taken into consideration in terms of the physical operation of the
aid. Advice from a physiotherapist or occupational therapist may also be needed.
Provision of equipment
This can be a problematic issue – especially with more complex and therefore more expensive
machines. It is preferable that the VOCA is owned by or loaned directly to the child as it can then
be used at home and school. Where the school owns the VOCA, problems may occur if the child
takes the machine home and it is damaged. Insurance and hone school agreements would be
necessary. The SLT and school need to work together to prepare bids to the LA or voluntary sector
to provide VOCAs assigned to the child. These need to be obtained on a long term loan basis to
ensure they can be upgraded as needed.
The increasing use of ipads as communication aids has made more complex systems available more
affordably. If the ipad becomes the child’s ‘voice’ an ipad needs to be dedicated to that child.
Some pupils can become ‘addicted’ to playing games on the ipad and a decision has to be made
whether to allow an individual child to have an ipad that is only for use as a communication tool or
whether the child can use the tool as a multi purpose item. Ipad minis may be a more affordable
and equally useful item for some pupils.
Maintenance and repair
This needs to be clarified when the aid is issued. It needs to be made clear between SLT, school and
home where the responsibilities lie. Generally if a problem arises either parents or school staff will
take the lead in obtaining a repair.
Updating vocabulary requirements
Classroom staff are responsible for updating overlay cards for all classroom lessons. Advice on
vocabulary will be given by the SLT.
Parents need to state what they need for home use, and school will need to support them in
providing suitable overlays.
Support for the child
The SLT is responsible for teaching the child to use the VOCA. Class staff and parents will continue
the teaching through use in the class and at home
Training for staff and parents
The SLT needs to train both staff and parents to enable them to provide the support and teaching as
above.
Involvement of peers
Peers and siblings must be taught how to communicate with the pupil using the VOCA. There
interest and involvement can provide the motivation for the child to talk.
Environmental VOCA use
All adults working with the pupil must devise ways that the VOCA can be used in all situations. A
child does not only need a voice in one situation but everywhere. How can the VOCA be used out of
the classroom?
Lakeside School Communication Policy
2015
SIGNING
Signing is used throughout the school as an aid to understanding for all pupils, giving them an extra
visual clue alongside the spoken word. It is also used as means of allowing non verbal pupils to
express themselves and as an essential means of communication with deaf pupils. All pupils are
encouraged to learn to sign do that pupils can communicate with their peers.
Historically Lakeside adopted Makaton signing as this was recommended for use with pupils with
learning difficulties. However since this time BSL has been growing in use and is now used on TV and
in many social groups. It is a recognised language. Although Makaton was based on BSL it has
deviated over the years and is now not simply a collection of BSL signs. It makes sense to enable out
pupils to be able to communicate with the widest number of people and BSL would appear to be the
best opportunity for this.
However BSL has a grammar and sentence structure of its own. To use signing as we do, to
accompany standard spoken English, signing only the key words of the sentence, we intend to use
Sign Supported English. The following statement is from an RNID publication.
“Some deaf people prefer to use SSE. SSE is a combination of signs from British Sign Language (BSL)
together with English grammar”
So from November 2006 Lakeside became a Sign Supported English school. The staff devised a
manual which gives the definitive signs used in school. Where BSL signs and Makaton signs are
identical there are no issues. Where BSL has several signs for a given word we have chosen the sign
that is the same as or as near to the Makaton sign we currently use as possible. Where there are no
comparative signs we have changed to BSL and children will be helped to learn the new signs. A few
signs will remain as Makaton signs as these are signs that are so ingrained in the Lakeside system
that they would be very difficult to change. They are almost all signs that are also universally
accepted gestures and so can be easily understood by anyone.
The school had the full support of the heads of Heathlands and Knightsfield Schools for the Deaf and
the Advisory Teacher for the deaf in making this change.
The Speech and Language Therapy service continues to use Makaton, but the SLTs have copies of
the Lakeside manual and we forsee little if any difficulty in joint working in this area.
Training
All staff have access to the Manual which lists all signs currently used in school.
Signs are taught to staff and students in a weekly assembly.
Workshops for staff, parents and other interested people are arranged as required. These are led
by a member of the SMT.