USING LANGUAGE
| Provision |
|
| Curriculum |
Curriculum targets are carefully matched to the student’s level of communication. Appropriate communication techniques used to elicit and interpret responses from the student. See CRISP NC / P-level table. |
| Staffing |
All staff skilled in use of multi-sensory approaches to communication. Increasing access to support from external agencies and specialist planning time In order to be able to create communication opportunities and activities. |
| Resources |
Specialised adaptation or development of ICT to enhance individualised communication and to record students' communication responses. Suitably designed attractive materials that strengthen communication links. |
Environment
and Facilities |
Flexible environment for multi-sensory work with capacity for reducing distracting stimuli and for enhancing the focus of learning (sound amplification, lighting levels etc). |
| Examples |
|
| Assessment |
|
| Is working towards making basic needs known, establishing a form of communication and understanding the purpose of communication. May communicate using non-standard sounds, signs / symbols occasionally recognisable and interpretable by a trained communicator. |
| Examples |
|
| Example |
Thread
8 - Band 6 |
| Early Years Provision
Criteria |
| The nursery staff use video to record their sessions working with children and are skilled at detecting consistent responses that may represent the beginning of a system of communication. The nursery provides a range of audio-visual resources that allow children to obtain feed back from their responses. |
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| Example |
Thread 8 - Band 6 |
| Early Years Assessment Criteria |
| Geraldine (4:1) vocalises using some intonation, and moves her arms, hands and head, but is generally not yet making her basic needs known. By careful observation and knowledge of the context, familiar adults can interpret some of her sounds and movements. |
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| Example |
Thread 8 - Band 6 |
| Key Stage 1 Provision Criteria |
| Staff record their sessions working with students and are skilled at detecting consistent responses that represent communication. They are working to pair a recognised signal from the student with a reliable sign/symbol. The school provides a range of audio-visual resources that allow students to obtain feed back from their responses. |
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| Example |
Thread 8 - Band 6 |
| Key Stage 1 Assessment Criteria |
| Carl (Y1) is beginning to reach for desired objects and it is possible to interpret his vocalisations within a narrow context to recognise his basic emotional state - his likes and dislikes, comfort and discomfort. |
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| Example |
Thread 8 - Band 6 |
| Key Stage 2 Provision Criteria |
| Staff are skilled at setting up situations where there is an increased need for students to express themselves and have an active role. All adult speech is backed up with objects, pictures or signs and students have access to these as well as to multi-sensory interactive equipment switches. |
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| Example |
Thread 8 - Band 6 |
| Key Stage 2 Assessment Criteria |
| Shaun (Y6) shows a reliable preference when offered a choice, by increasing his arm movements to indicate ‘like’ and turning away his head to show ‘dislike’. He is beginning to eye-point to choose from two objects. He will indicate that he wants an object by vocalising when he sees it. |
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| Example |
Thread 8 - Band 6 |
| Key Stage 3 Provision Criteria |
| Staff are skilled at setting up routines, which require students to express themselves and have an active role. The use of choice during mealtimes and during activities encourages students to communicate preferences. |
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| Example |
Thread 8 - Band 6 |
| Key Stage 3 Assessment Criteria |
| Perry (Y9) is learning to point to familiar objects but is still not reliably communicating his basic needs. He uses smiles, frowns and gestures to supplement vocalisation and pointing but reference is limited to objects present and even familiar staff cannot interpret reliably. |
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| Example |
Thread 8 - Band 6 |
| Key Stage 4 Provision Criteria |
| Staff set up routines which encourage the need to communicate and are skilled at building into established but individualistic patterns the elements that will assist more general communication, through, for example, pairing pictures with the student’s vocalisations. |
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| Example |
Thread 8 - Band 6 |
| Key Stage 4 Assessment Criteria |
| Tammy (Y10) has established her own signs to indicate that she wants the toilet, a drink, or her favourite musical toy. She is also using some reliable vocalisation to indicate the names of one or two members of staff, which they recognise. |
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