Column: Next steps A
Column: Routes for Learning (RfL) routemap
|Indicative summary |
|Learners working on the RfL routemap have a growing awareness that they can affect the actions of others by using their own |
|repertoire of communicative behaviours. They demonstrate an interest in what others do and in sharing information with them. |
| |
|(When learners are working on the progression statements shown here you should refer closely to the Routes for Learning materials.)|
|Communicates choice to attentive adult [RfL 37] |
|Assessment activities/things to try |Things to look for |
|Offer two items simultaneously. Observe the learner closely for |Look for: |
|obvious or increased attention to one of the items which | |
|communicates his/her preference. |• smiling |
| |• eye pointing |
| |• reaching |
| |• turning towards a preferred item. |
|Teaching strategies (to move learner to this step) |
|Offer a preferred item alongside a non-preferred item. If there is no clear response to the preferred item, either move it, bring |
|it closer, or make it make a noise to attract the learner’s sustained attention. Try this with a variety of objects and situations.|
|Shared attention [RfL 40] |
|Assessment activities/things to try |Things to look for |
|Point to an item in the distance. Does the learner looks towards |Look for the learner gaining attention of an adult, for example:|
|the item then back at the adult? |looking towards or indicating a stimulus and then looking back |
|Move to music. Does the learner join in with similar movement? |to the adult |
|Stroke a dog. Does the learner also touch the dog and smile at the|stilling to a sound, or moving to music, and then looking back |
|adult? |to the adult |
|The learner should join the adult in attending to a stimulus, |touching an item and then feeling for the adult’s hand. |
|confirming the attention of the adult visually throughout. | |
| |Look for the learner showing pleasure in sharing, or trying to |
| |‘comment’ on the item. |
|Teaching strategies (to move learner to this step) |
|Teach shared attention by prompting the learner (verbally or with touch) to look at, listen to, or feel an item of adult choice, |
|then to attend to the adult and the item in turn. |
|Take the opportunity to share a stimulus to which the learner is attending. Encourage attention to the stimulus and then the adult |
|in turn. This is key for all future communication. |
|Communicates ‘more’/’no more’ through two different consistent actions [RfL 28] |
|Assessment activities/things to try |Things to look for |
|Observe the learner’s reactions to a less preferred activity or |Look for a response which may indicate ‘no more’; for example, |
|food, etc. Note the actions which may indicate ‘no more’. This |eyes closing, turning away, closing of the mouth. Reinforce and |
|should be distinct from the action used to indicate ‘more’. |build upon this, responding consistently on every occasion. |
|Teaching strategies (to move learner to this step) |
|Note even a slight response or change in expression to an activity which the learner wishes to end. Reinforce and shape this |
|behaviour by saying or co-actively signing ‘finished/no more’ and clearly finishing the activity. |
|Changes behaviour in response to interesting event nearby [RfL 25] |
|Assessment activities/things to try |Things to look for |
|Introduce a second toy/stimulus/adult/peer nearby while the |Look for the learner ‘noticing’ a second event/stimulus and |
|learner is engaged in an activity. |reacting or changing behaviour; for example, by turning, |
| |attending or vocalising. |
|Teaching strategies (to move learner to this step) |
|Introduce a second activity – draw the learner’s attention to it (e.g. an adult or peer entering the room) |
|Initiates social game [RfL 33] |
|Assessment activities/things to try |Things to look for |
|Try pausing in an established routine; as the learner requests |Look for the learner attempting to initiate a game through a |
|‘more’ (as in RfL 22), continue to delay the response. Build on |signal used in 30 or by other means. |
|this, by approaching the learner and waiting for him/her to | |
|initiate a game. | |
|Teaching strategies (to move learner to this step) |
|Use an established routine of a social game, pause, and then wait for the action to be repeated. Lengthen the delay, encouraging |
|the learner to persevere. |
|Prompt the learner to initiate a game and respond to this; for example, the learner knocks a toy off the table and then attracts |
|attention to get it back. |
Column: A steps
|Indicative summary |
|Learners working on ‘A steps’ show differentiated responses to people, situations and objects. They use and respond to body |
|language, gestures and contextual clues, and are increasingly recognising and using signs, symbols and/or words when these are |
|linked closely to familiar activities. |
Aspect: SPEAKING
|Give a symbol/picture as a ‘token’ for a desired item (doesn’t distinguish representation) |
|Assessment activities/things to try |Things to look for |
|Choose carefully a highly preferred item, prepare a symbol or |The learner gives the symbol or picture in order to get the |
|picture. |item. (The learner ‘gives in order to get’ but may not |
| |particularly look at or recognise the symbol or picture). |
| | |
| |The learner ‘travels’ to fetch and then give the symbol when it |
|Try increasing the distance between the learner and the symbol. |is not in their immediate vicinity. |
|Teaching strategies (to move learner to this step) |
|The Picture Exchange Communication System, or ‘PECS’ , is a highly structured approach to teaching learners to communicate with |
|symbols or pictures. PECS provides very detailed procedures to support learners to achieve this step, which is PECS Phase 1. |
|Ideally, the whole staff team should attend PECS training, to ensure that it is implemented in a consistent and effective way. |
|Point to a desired item or item of interest (that is visible but out of reach) and vocalise |
|Assessment activities/things to try |Things to look for |
|Place items known to be favourites of the learner in a variety of|The learner gains the adult’s attention then points or clearly |
|locations where they can be seen but not independently reached. |eye-points to indicate the item. Whilst doing so they vocalise. |
| |(This may sound like an appropriate word). |
|Observe how the learner communicates in more naturalistic | |
|situations. |The learner uses pointing and/or eye-pointing accompanied by |
| |vocalisation(s). |
|Teaching strategies (to move learner to this step) |
|This is an enhancement of ‘shared attention’, (item 40 on the Routes for Learning routemap). Here, the learner is proactive and |
|uses a specific point or eye-point, accompanied by some form of vocalisation (which might be a word) to manage the interaction. |
|Using a similar approach to that mentioned above, confirm that you have understood their intention and extend their focus to a key |
|word and sign, by saying/signing, e.g. “You want the book”, or “Yes, it is a balloon”. |
| |
|(N.B. it is well-known that learners with autistic spectrum disorder may not ‘initiate’ shared attention in this way. They may |
|learn to ask for items that are not present – for instance, using PECS (see below), but may not learn to point things out merely to|
|share an interest in them with another person.) |
|Use a combination of gestures and more formal communication (signs/speech) to seek attention, to say ‘no’ and to satisfy needs |
|Assessment activities/things to try |Things to look for |
|Provide appropriate opportunities in contexts across the |The learner’s communicative repertoire includes some words or |
|curriculum and in situations throughout the school day. |signs but they still rely on whole-body communication and |
| |gestures, often as the primary mode, with vocalisation being |
| |secondary. |
|Teaching strategies (to move learner to this step) |
|Carefully observe the learner’s responses and find out how they communicate when in other environments – especially at home. Look |
|for the learner continuing to use any of the following: |
| |
|Taps/pulls an adult or turns an adult’s head to gain their attention |
|Sits down/refuses to move to indicate ‘no’ |
|Reaches or points towards items they want |
|Shows or takes item to an adult as a signal |
|Takes an adult’s hand and places it on item to make it work (e.g. door handle) |
|Nods and/or shakes head for ‘yes’/’no’ |
|Waves to greet familiar person |
| |
|Don’t try to stop learners using these successful but ‘informal’ ways of communicating, but do try to help them link these with |
|more ‘formal’ means (speech and signing), e.g. by saying and signing, “Ah, I see, ‘open the door’ ”, as you respond. |
|Use a few very familiar words/signs or symbols |
|Assessment activities/things to try |Things to look for |
|Provide appropriate opportunities in contexts across the |The learner’s vocalisations and/or signs are clear enough to be |
|curriculum and in situations throughout the school day. |understood as (representing) specific words by those who know |
| |them well. |
|Carefully observe the learner’s responses and find out what they | |
|might use to communicate in other environments – especially at |and |
|home. | |
| |The word(s) and/or signs the learner uses are produced in |
| |appropriate contexts. |
| | |
| |and/or |
| | |
| |The learner gives a symbol as a token to obtain a highly desired |
| |item (see below) in more than one very structured context. |
| | |
| |The learner uses a (combined) total of at least 10 different |
| |words, signs and/or symbols. |
|Teaching strategies (to move learner to this step) |
|Most learners will use a combination of vocalisations, gestures, signs and symbols. It is very important to focus on what they |
|communicate and respond to it rather than try to make them use a specific mode (e.g. sign, rather than gesture). |
| |
|Learners need to have the opportunity to learn words, signs and symbols in a range of appropriate contexts. They are more likely to|
|do this if the staff team speak clearly, use simple phrases and focus initially on a small vocabulary of key words. Key words are |
|those which carry information. For instance in the phrase “I’m going home now”, the key words are “go” and “home”). These words can|
|be emphasised by signing and can also be linked with symbols which can be used for labelling and recording. |
| |
|Some learners (especially those with autistic spectrum disorder, or who find it difficult to produce signs) may be more inclined to|
|manipulate and exchange a symbol than use a sign. |
| |
|A ‘personal communication passport’ is a ‘person-centred’ approach to recording learners’ preferred ‘modes’ of communication, as |
|well as what interests them and their likes and dislikes. Where learners have communication difficulties an accurate ‘passport’ |
|ensures that all those who interact with the learner do so consistently. |
| |
|Makaton is a well-established approach to helping learners to develop communication, using signs and symbols. (Find out more about |
|using signing with Makaton and Signalong). |
|Communicate clearly enough for an adult who knows them well to interpret what they mean |
|Assessment activities/things to try |Things to look for |
|When the learner has attempted to express something but the adult|The learner persists, and helps to repair any misunderstanding |
|is uncertain about the learner’s meaning. |by: |
| | |
| |giving a clear ‘no’ response (using body language, signing or |
| |vocalisation), |
| |repeating, modifying, or trying a new communicative action. |
| |giving a clear ‘yes’ response when their meaning is understood. |
|Teaching strategies (to move learner to this step) |
|Whatever their means of communication may be, there will inevitably be occasions when a learner’s communicative intention is not |
|immediately clear. Although the learner might not articulate words or signs very clearly, they should know that the adults in |
|their learning environment expect them to keep trying and will facilitate them until they are understood. |
| |
|Try asking the learner simple yes/no questions supported by signing, or point to possible objects, or people, that the learner |
|might mean. Celebrate when the interaction is successful. These skills build upon RfL Routemap item 43 (‘Exerting autonomy’) and |
|items 31, 38 and 42 (which relate to problem-solving) but are in the context of a communicative interaction which they have |
|initiated. |
|Copy actions in simple action games (e.g. Simon says..), attempting an action of some kind when adult uses only words |
|Assessment activities/things to try |Things to look for |
|Try playing a game such as ‘Simon says’ using a range of |The learner attempts an action at an appropriate moment which is |
|different actions. When the learner is ‘warmed up’ and you are |suitable to the context of a game, song or rhyme. |
|sure they are following the actions and words, say ‘Simon says, | |
|e.g. stand up/sit down’ but without the accompanying gesture or |Although the learner may copy the actions they see you or other |
|action. |learners making, they are also beginning to select actions |
| |according to the words that are used. |
|Teaching strategies (to move learner to this step) |
|Music provides important clues which support communication. When used routinely, contrasting rhythms, tunes, and rhymes all help |
|learners to recognise contexts associated with words and help them to predict when a particular word can be used. Vocalisation is |
|more likely to occur as an accompaniment to an action. Therefore, learners should experience a wide range of action songs and |
|rhymes throughout the school day with encouragement to join in – both with the actions and the words. |
Aspect: LISTENING AND UNDERSTANDING
|Show they understand spoken language (although they rely heavily on visual and other clues within the immediate context) |
|Assessment activities/things to try |Things to look for |
|In a wide range of situations, encourage the learner to |The learner responds appropriately to a small vocabulary of |
|communicate, and observe carefully the extent to which they |familiar words within familiar situations but is reliant on |
|understand the spoken language that is used. |contextual support in less familiar situations. |
|Teaching strategies (to move learner to this step) |
|Vary the way in which you communicate so that you sometimes consciously avoid providing visual clues. Does the learner still |
|respond: |
| |
|If you avoid using gesture, eye pointing and body language? |
|If they can’t see the thing or the person you are referring to? |
|If you use the language outside of their normal routine? |
| |
|Re-introduce these, one by one, and note the learner’s responses. When teaching, adjust the way you use these clues to take account|
|of each learner’s needs. This provides an effective means of differentiating within a group. |
|Show they understand a small number of words/signs for familiar objects or people |
|Assessment activities/things to try |Things to look for |
|In the presence of several very familiar people, ask the learner |When asked, the learner points, gestures or eye points towards a |
|“Where’s [e.g. John]?” * |person who has been named (from amongst at least three different |
| |people). |
|Place three different, very familiar objects at a time within | |
|easy reach of the learner. (If they are using eye pointing, place|The learner points, gestures or eye points towards an object that|
|yourself and the objects so you can easily distinguish the |has been named (from a choice of three different objects). |
|learner’s choice). | |
| | |
|Ask them “Where’s the (e.g. shoe)?” * | |
|(* use signs for the underlined words) | |
| | |
|In ‘natural’ situations across the curriculum and in situations | |
|throughout the school day, observe the learner’s responses. |The learner looks at the person or object that is the topic of |
| |conversation. |
| | |
| |The learner demonstrates that they understand at least 20 words |
| |which relate to both people and objects. |
|Teaching strategies (to move learner to this step) |
|At any particular time, learners will generally understand far more words than they are able to use themselves. They need to have a|
|lot of experience of hearing words in meaningful contexts before they begin to attempt saying or signing them. |
| |
|It is likely that words for people and objects (nouns) will form a large proportion of the first words learners understand. Daily |
|circle time provides the opportunity for learners to hear and recognise the names of their peers and of the staff team. The names |
|of objects can be introduced and practiced in a range of ways, for instance: hiding and revealing them (under a cloth or in a |
|rummage bag). |
Aspect: COLLABORATION AND DISCUSSION
|Take own turn in group turn-taking activity |
|Assessment activities/things to try |Things to look for |
|Provide a range of different opportunities for learners to |The learner observes as other learners take their turns and comes|
|interact within a group setting, e.g. registration, ‘circle time’|in on cue after seeing that the previous learner has had their |
|or music. |turn. |
| | |
|Practise these as routines so that the learner understands their | |
|role or task within the overall activity (e.g. to indicate “I’m | |
|here”). | |
|Teaching strategies (to move learner to this step) |
|The ‘collaboration and discussion’ aspect of Oracy in the LNF refers particularly to learners’ interactions with other learners. |
|Whilst adults may adapt their responses to take account of a learner’s particular needs, here the learner must observe and respond |
|more independently. Ensuring that turns routinely go around the circle in a particular direction will help learners to anticipate |
|and time their turn. Passing a visible prop, such as a karaoke ‘mike’ (or a Big Mack switch), to the current ‘speaker’ will also |
|assist in this. |
Column: B steps
|Indicative summary |
|Learners working on ‘B steps’ respond appropriately to an increasing number of words, signs and/or symbols in phrases with up to |
|two key concepts. They repeat or use words, signs or symbols (often in two-part phrases) for a variety of purposes and when |
|prompted can refer to a broadening range of contexts. |
Aspect: SPEAKING
|Give a symbol/picture to obtain a matching desired item |
|Assessment activities/things to try |Things to look for |
|Prepare symbols or pictures and follow procedures for ‘PECS’ |The learner chooses the correct symbol on most occasions from an |
|phase III B. |array of at least three familiar symbols or pictures and gives to|
| |a communicative partner with intent to obtain a desired item. |
|Teaching strategies (to move learner to this step) |
|Although all learners should be helped to develop speech, many may communicate more effectively with the help of alternative or |
|augmentative means. Encouraging the learner to copy speech necessitates focusing eyes on the face, and training a learner to make |
|signs will necessitate manipulating their hands. Many learners with autistic spectrum disorders will not respond well to either of |
|these strategies, whereas, exchanging pictures or symbols avoids such problems. Some learners may therefore need specific teaching |
|in communicating through picture or symbol exchange. The PECS programme does this is in a highly structured way. |
|Communicate mostly about familiar objects, people or pictures immediately present, but can also refer to their absence |
|Assessment activities/things to try |Things to look for |
|Observe the learner in a wide variety of contexts across the |The learner refers to people and things, including at times when |
|curriculum and in everyday situations. |they are (temporarily) out of view. |
|Teaching strategies (to move learner to this step) |
|For a small and familiar group (such as pupils and staff of the class during daily registration), provide the learner with clear |
|photographs of people and encourage them to say who is present by naming them or pointing to/choosing between photos. Then get the |
|learner to watch as one member of the group goes out of sight. Ask the learner “Who’s gone?” or “Who’s hiding?” encouraging them to|
|name/select a photograph of the person who is absent (the ‘missing person’ can prompt by peeping or being seen in silhouette). |
| |
|Gather a group of familiar objects (e.g. the tools needed to complete a particular task). Hide one, (for instance in a draw-top |
|bag, so that the object’s shape can be seen and felt). Ask the learner “What’s missing?” or “What’s gone?”, and encourage them to |
|name/select a photograph of the relevant object. |
| |
|These activities can be used to encourage the learner to use two-word phrases, such as “Sian gone” or “no cup”. |
|Use single words/signs/symbols and some two-part phrases, e.g. to signal repetition or recurrence |
|Assessment activities/things to try |Things to look for |
|Observe and record the learner’s expressive communication in a |The learner uses at least five two-part word/sign or symbol |
|range of contexts. Are they beginning to use some combinations of |phrases which are appropriate to the context. |
|words? | |
|Teaching strategies (to move learner to this step) |
|The earliest two-part combinations may be similar to the following: |
| |
|Greeting: ‘Hi, Jo’, ‘bye, Ann’ |
|Absence: ‘Dad gone’ |
|Recurrence: ‘more crisp’ |
| |
|Provide lots of opportunities and a range of contexts which encourage or require the learner to use two-part phrases made up of |
|words, signs or symbols. |
| |
|Encourage the learner to request a repeat of favoured activities, e.g. saying “Swing again” to obtain another push on a swing). |
| |
|Learners can be helped to use ‘more’ in a two-word phrase through group activities where they hear the phrase used repeatedly. For |
|instance, give one learner the role of ‘banker’ for a collection of different items (e.g. bricks, cars and books). The others in |
|the group have to collect all of one item and must take turns to ask for the item they need. (This activity could be linked to |
|numeracy, if learners were given a list or template specifying or depicting a specific number of each item). |
|Use single words/signs and a growing number of brief phrases (e.g. ‘all gone’, ‘drink please’) mostly to express their own wishes |
|and needs |
|Assessment activities/things to try |Things to look for |
|Observe and record the learner’s expressive communication in a |The learner can use words/signs or symbols, for a range of |
|wide range of contexts. |purposes but spontaneous use may still focus on need |
| |satisfaction. |
|Analyse and discuss as a team the purpose(s) for which they use | |
|words, signs or symbols. | |
|Teaching strategies (to move learner to this step) |
|Communication can be used for a wide range of purposes, but the nature of learning tasks provided across the curriculum may favour |
|some purposes more than others. It is important therefore to ensure that there are sufficient opportunities for many ways of |
|communicating, including: |
| |
|- to seek attention |
|- to satisfy a need |
|- to say no |
|- to interact with another person for the pleasure of interacting |
|- to comment on something of interest in a shared activity. |
|Communicate clearly enough to be understood in structured contexts by adults who know them well |
|Assessment activities/things to try |Things to look for |
|Within contexts which |the learner: |
| | |
|are routine, or |uses appropriate communicative actions (e.g. |
|in which the adult limits the range of options available, and/or |pointing/eye-pointing, vocalising, signing or selecting pictures |
|provides props such as symbols or pictures for key concepts. |or symbols) |
| |makes their meaning understood even though they may not |
| |articulate particular words or signs very clearly |
|Teaching strategies (to move learner to this step) |
|It is important to continue helping the learner to find ways through which they can make their meaning understood and repair any |
|misunderstanding. They should practise strategies which will help them to do this. For instance by: |
| |
|repeating the message using the same words, signs or symbols – “Tell me again.” |
|using alternative words, “Tell me again but use a/some different word(s).” |
|repeating using additional means (e.g. adding a gesture or sign as well as speech). “Show me with a sign?” |
|selecting a relevant symbol from a collection. “Find a symbol to tell me.” |
|Vocalise or press a switch to play a recorded ‘part’ when turn comes in a repeating ‘drama’/presentation |
|Assessment activities/things to try |Things to look for |
|Choose a short speaking part (a word or short phrase) which | |
|recurs several times in a story, poem or drama. In collaboration | |
|with the learner, record this on a speaking switch (e.g. a Big | |
|Mack switch or similar device). Rehearse pressing the switch to | |
|hear the part spoken. | |
| | |
|When the learner is familiar with the story, cue them to play | |
|their part. | |
| |The learner speaks, and/or presses the switch to play their part |
| |at appropriate point(s). |
| |The learner anticipates their part and shows they understand it |
| |as an element of the story. |
|Teaching strategies (to move learner to this step) |
|You can encourage learners to respond vocally (or via a switch) within a group situation by adopting what is referred to as ‘call |
|and response’. Simple rhymes or songs are constructed around real events which are familiar to the group of learners. The adult |
|calls out a line and learners repeat it as a refrain. You can see a video clip of a teacher using call and response (as well as a |
|range of other strategies for enjoying stories and poetry) in: Training Materials for Teachers of learners with Severe, Profound |
|and Complex Learning disabilities |
Aspect: LISTENING AND UNDERSTANDING
|Listen and respond appropriately to instructions accompanied by gestures (e.g. ‘get your coat’) |
|Assessment activities/things to try |Things to look for |
|In a wide range of situations, observe whether the learner |The learner pays attention to what is said, notices visual clues |
|appears to understand simple phrases when used at the appropriate|and uses their knowledge of routines, thereby responding |
|time within their everyday context, e.g. ‘get your coat’, ‘dinner|correctly to many simple, contextualised requests. |
|time’, ‘sit on your chair’, ‘put it there’, ‘kick the ball’, ‘get| |
|on the bus’, etc. | |
|Teaching strategies (to move learner to this step) |
|When they first learn language, learners use many clues to interpret and respond to what is said. Although the examples given above|
|each contain more than one word, it may not be necessary to understand any word specifically to respond to them correctly. It is |
|important to continue to assess the extent to which a learner is using these clues and to provide opportunities for them to focus |
|on the words as well. |
|Show they understand up to 50 words/signs/symbols mostly in concrete contexts |
|Assessment activities/things to try |Things to look for |
|Observe the learner’s communication in a wide range of situations|The learner responds appropriately to a combined total of at |
|and record their understanding of key words/signs and/or symbols |least 50 words/signs or symbols used by others. |
|(especially in situations where contextual clues are controlled).| |
|Teaching strategies (to move learner to this step) |
|It is important to provide opportunities for the learner to develop their understanding of different types of words, including: |
| |
|Nouns - naming people and things |
|Pronouns - referring to different people – you, me, him, her |
|Verbs - describing actions |
|Adverbs - referring to position – here, there |
| |
|Various checklists are available to support this, for instance the Makaton ‘core’ Vocabulary, Living Language (First Words) the |
|Derbyshire Language Scheme, etc. Audit the types of words which are being used most in lessons and adjust accordingly. |
|Respond appropriately to simple requests involving changing the location of objects or transferring them to people |
|Assessment activities/things to try |Things to look for |
|Position items (a) on the table directly in front of the learner |The learner responds appropriately to words only (when all |
|and items (b) a little further away. |gestures or other contextual clues are omitted). |
| | |
|Items (a): spoon, pen, key. | |
|Items (b): box, cup. | |
| | |
|Ask the learner to, for example, ‘Put the key in the cup’ or | |
|other combination of two key words. Replace all items each time. | |
|(NB. the ‘in’ here is not being tested) | |
| | |
|Using any of the items above, ask the learner to give a named | |
|item to a particular familiar person (from a choice of two or | |
|three). | |
| | |
|Extend the above to less structured situations and a wide range | |
|of contexts. |The learner is able to do this in a variety of (naturalistic) |
| |contexts. |
|Teaching strategies (to move learner to this step) |
|Provide additional support when needed, (e.g. as well as speaking, point or sign when referring to the item to be moved, or the |
|location to move it to). |
| |
|Some learners may struggle when there are a number of choices available. In such cases, reduce the number of objects and if |
|necessary make them less interesting (i.e. less distracting). |
|Answer ‘where?’ and ‘what?’ questions when accompanied by gestures |
|Assessment activities/things to try |Things to look for |
|In a variety of contexts across the curriculum, refer to concrete|The learner: |
|objects which are familiar to the learner, using gestures or | |
|signs to emphasise the key word(s). |points to, shows, fetches, or refers to the location of the |
| |relevant item in response to “where?” |
| | |
| |tries to name, signs, or selects a symbol in response to “What?” |
|Teaching strategies (to move learner to this step) |
|Refer to items which are present and visible within the immediate environment. |
Aspect: COLLABORATION AND DISCUSSION
|Listen/watch for cues that it is ‘their turn’ when turns do not simply ‘go round the circle’ |
|Assessment activities/things to try |Things to look for |
|Choose a situation such as a group music activity where the |The learner watches/listens for when to bang their drum, shake |
|learner is responsible for ‘playing a part’. |their tambourine, etc. and plays their part at the right moment. |
|Teaching strategies (to move learner to this step) |
|Assist learners to become familiar with a story and the ‘props’ which relate to it. Then give out the items randomly and read the |
|story, emphasising the name of each item and its picture in the book. For example, give each learner in the group a different item |
|of clothing from The Smartest Giant in Town by Julia Donaldson (Macmillan Children's Books, 2003). Encourage them to show or put on|
|the appropriate item when it comes up in the story. |
Column: C steps
|Indicative summary |
|Learners working on ‘C steps’ respond appropriately to simple instructions or questions. They now regularly use three key word, |
|sign or symbol phrases for a growing range of purposes. They sometimes spontaneously make reference to people, places and events |
|outside of (not visible in) the immediate context. |
Aspect: SPEAKING
|Find symbol/picture for desired item and add to phrase on sentence strip or tablet computer |
|Assessment activities/things to try |Things to look for |
|Prepare pictures or symbols and make these available in a ‘PECS’ |The learner chooses a picture or symbol for ‘I want’ from an |
|book or on PC or tablet computer software. |array of pictures or symbols, places it in the correct location |
| |on a sentence strip then chooses a picture or symbol for the |
|Pictures or symbols include ‘I want’ as well as preferred items. |preferred item and also places this in the correct location on |
| |the sentence strip. They then give the sentence strip to a |
|(PECS Phase IV) |communicative partner. |
| | |
| |Or |
| | |
| |The learner creates a two-symbol phrase on a PC or tablet |
| |computer. |
|Teaching strategies (to move learner to this step) |
|If the learner is inconsistent about the left to right sequence and where to start the sentence, you can draw a star on the left |
|hand side and teach them to place the first symbol picture (or word) next to it. |
|Use some relevant words, signs or symbols relating to things they have made or done |
|Assessment activities/things to try |Things to look for |
|At the end of a lesson or activity, encourage the learner to say |The learner uses words or signs in short phrases or can select |
|something about what they have done. |some pictures or symbols which relate directly to an activity |
| |they have just completed or something they have produced. |
| | |
| |They may use these to refer to: |
| | |
| |the topic or focus of the activity |
| |tools, components or resources they have used |
| |actions they have undertaken |
| |the features of something they have produced |
| |their response to, or evaluation of the product or activity |
| |concerned. |
|Teaching strategies (to move learner to this step) |
|At the start of lessons across the curriculum emphasise key words/signs and provide a set of symbols or pictures relating to the |
|desired learning outcomes. Throughout the lesson, encourage learners to recall and record what they have done (e.g. by taking |
|photographs using a tablet computer). At the end of lessons, use plenary sessions to review what has been done using the physical |
|outcomes, symbol- or picture-sets as well as the photos as prompts. Encourage each learner to communicate something about the part|
|they have played. |
|Communicate about familiar stories and symbolic play, as well as people, places and events from their wider experience |
|Assessment activities/things to try |Things to look for |
|Observe the learner’s communication in a wide range of |The learner’s communication includes reference to people, places,|
|situations. Ask the learner what they do and who they know |times and events beyond the immediate context of the |
|outside of school. |conversation. |
| | |
|Talk with the learner about a story, or about something they |The learner is able to say something relevant about (an |
|watch on the television. |imaginative situation in) a story or what they have seen on the |
| |television. |
| | |
|Listen to the learner’s use of language during play. |Some learners might also use words for symbolic play (e.g. ‘doll |
| |sleeping’, or calling a stick a ‘gun’) |
|Teaching strategies (to move learner to this step) |
|As their communication develops, learners’ language (whether they use speech, signs or symbols) will extend increasingly to |
|contexts which are less concrete and less directly connected to the present. This should become apparent in their responses to |
|activities and tasks across the curriculum. A number of strategies can be used to support this. Prepare a bank of symbols, pictures|
|or written words relating to what the learner likes and does outside school (e.g. specific tv programmes, sporting events, etc). |
|Use them as prompts to extend what the learner is able to say. Make up ‘stories’ in which the learner is the focus, recording |
|specific events they have experienced. Then read them together at a later date. |
|Regularly use two- and three-word phrases to communicate interests, comment, give information and ask questions to obtain |
|simple/specific information |
|Assessment activities/things to try |Things to look for |
|Observe and record the learner’s expressive communication in a |The learner uses a range of two and three word/sign or symbol |
|range of contexts. |phrases, as well as, occasionally, more complex patterns |
| |involving four key words/signs or symbols. |
| | |
|Observe the range of purposes for which the learner communicates.|The learner uses language both to seek and to provide |
| |information. |
|Teaching strategies (to move learner to this step) |
|As learners increasingly speak, sign or use symbols in phrases, it is important to continue to monitor the range of ways in which |
|they do so. You may need to ‘engineer’ situations which require the learner to use specific language constructions, after having |
|heard them modelled repeatedly beforehand. These should be introduced within structured language lessons, but will need to be |
|practised in a wide range of contexts in different lessons. |
| |
|Symbols and written words enable learners to physically manipulate language and to put words together. You may be able to prompt a |
|move from using two to three (key) word sentences by constructing a phrase using symbols, then encouraging the learner to repeat |
|the phrase whilst looking at/pointing to the symbols (or words). |
|Understand and use 50 or more words/signs/symbols |
|Assessment activities/things to try |Things to look for |
|Observe the learner’s communication in a wide range of situations |The learner is able to use a combined total of at least 50 |
|and record their understanding and use of key words/signs and/or |words/signs or symbols. They use these in ways appropriate to |
|symbols (especially in situations where contextual clues are |the context. |
|controlled). | |
|Teaching strategies (to move learner to this step) |
|Various checklists are available to record this, for instance, the Makaton ‘core’ Vocabulary, Living Language (First Words), |
|Derbyshire Language Scheme, etc. These also provide an indication as to the order in which vocabulary (different words and |
|concepts) might be introduced. |
|Communicate clearly enough to be understood by adults and peers who know them well |
|Assessment activities/things to try |Things to look for |
|In everyday contexts, including unexpected situations within, and|Despite some speech immaturities or difficulties in articulating |
|outside of lessons. |particular words/signs, the learner: |
| | |
| |speaks or signs clearly enough to be understood in most |
| |situations, though not necessarily by strangers. |
| |and/or |
| |proactively uses a picture/symbol book or communication device to|
| |manage interactions with others they know well. |
| |and |
| |realises when there is a misunderstanding and attempts to repair |
| |it. |
|Teaching strategies (to move learner to this step) |
|As the learner’s communication progresses, there should be an increasing expectation that they will lead and manage interactions, |
|and support (particularly through prompting) should be reduced accordingly. You may need to leave silences, and encourage the |
|learner to recognise these as their turn to lead. |
|Make an attempt at representing things/animals in familiar structured role play activities |
|Assessment activities / things to try |Things to look for |
|In a familiar context (such as a movement/dance lesson) ask |The learner represents two different animals differently in some |
|learners to ‘be a bear’ or ‘be a tiger’, be ‘a mouse’, ‘be a |way. |
|dog’, or act as a character in a story or drama. |Representation does not need to accurately convey the |
| |characteristics of the role play’s focus. The point is that the |
| |learner attempts to represent different animals or characters |
| |differently. |
|Teaching strategies (to move learner to this step) |
|Initially, learners might simply hold up a mask or prop, or adopt a particular pose, to represent the animal or character. A sound |
|or specific (catch-) phrase might be recorded on a switch and used to prompt their own attempt at verbalising and gesturing. |
|Understand and use simple questions, e.g. ‘what?’ and ‘where?’ to clarify understanding |
|Assessment activities/things to try |Things to look for |
|In a range of contexts, encourage the learner to respond to and |The learner can say, sign or indicate a desire to know more about|
|to ask simple questions. |particular objects or (their) locations. |
| | |
| |They combine a question word, sign or symbol with ‘this’ or |
| |‘that’ and/or with the name of an object or place. They may also |
| |use a ‘questioning’ intonation. |
|Teaching strategies (to move learner to this step) |
|In structured language sessions and in contexts across the curriculum, this can be a game. The adult can begin by modelling the |
|use of simple questions which the learner answers. Then, roles can be reversed with the learner expected to ask the questions. |
|Extend this to group contexts where learners take turns to be the teacher/ask the questions. |
|Show an interest in particular words or sounds, sometimes repeating them intentionally |
|Assessment activities/things to try |Things to look for |
|Observe the learner in a variety of situations. |The learner repeats words or phrases at relevant moments (e.g. |
| |repetitive phrases in a story, a refrain in a poem or song). |
| |They recall and experiment vocally with word(s) or sound(s) they |
| |have heard. |
|Teaching strategies (to move learner to this step) |
|Through games, rhymes, songs, chants and stories, draw the learner’s attention to interesting, unusual and memorable sounds and |
|words. Encourage the learner to say them. |
Aspect: LISTENING AND UNDERSTANDING
|Show they have listened to others by selecting relevant pictures from a collection |
|Assessment activities/things to try |Things to look for |
|In a wide range of activities across the curriculum, provide the |The learner listens to the question and then selects or indicates|
|learner with a collection of pictures relating to the focus of |the most appropriate picture. |
|the activity. Use questions to enable the learner to demonstrate | |
|their understanding of the topic. | |
| | |
|For instance, in science, present a collection of pictures of | |
|animals and ask a question such as ‘Which one has wings?’ | |
|Teaching strategies (to move learner to this step) |
|Pictures (or symbols) are an aid to memory and classification, as well as a means of expression. Whilst words and signs are |
|momentary and must be ‘received’ immediately, visual representations persist for longer and can be responded to at a later time. |
|Unlike words or signs, pictures and symbols can be physically manipulated and pointed, or eye-pointed to, as well as organised and |
|presented in a variety of ways. Seeing a picture can also help to elicit a spoken word. |
| |
|For any topic to be taught, a collection of pictures is therefore an important resource. For learners unable to speak or with |
|limited ability to sign, they are often the best means of checking whether the learner has listened and understood. |
|Listen to and carry out a simple (one-step) instruction |
|Assessment activities/things to try |Things to look for |
|During everyday tasks and activities, encourage the learner to |The learner listens to, then successfully acts upon simple |
|interpret and respond to verbal instructions. |instructions such as ‘show me your favourite book’ or ‘give John |
| |the pencil’. |
| | |
| |They do not respond correctly when more than a single step is |
| |involved (e.g. ‘give me the seeds and (then) fetch the trowel’). |
|Teaching strategies (to move learner to this step) |
|Incorporate instructions into everyday situations, use prompts and supports as needed - such as pointing or signing for key words. |
|Ensure that the learner can practice responding to the same kind of instruction (e.g. giving/fetching a named item) whilst any |
|support is gradually reduced. Only then, introduce a new kind of instruction (e.g. giving an item to a named person) and practice |
|this before again moving on. |
|Listen to songs, rhymes and stories and express some interest |
|Assessment activities/things to try |Things to look for |
|Provide a wide range of opportunities throughout the day for |The learner attends throughout the activity and is not distracted|
|learners to experience songs, rhymes and stories of many |by other things. They demonstrate their interest through facial |
|different kinds. |expressions and body language and may attempt to join in with |
| |words or actions. |
|Observe the learner’s responses. | |
| |They make a comment about what they have heard either during the |
| |activity, or after it has finished. |
|Teaching strategies (to move learner to this step) |
|As well as using listening in practical everyday interactions, learners will increasingly come to understand narratives, |
|imaginative representations and storylines, provided that their interest is captured and retained. When selecting stories, account |
|needs to be taken of learners’ age, experience and communicative ability. Many learners with significant ALN may still need to |
|access stories primarily through pictures and simple text and language, even when they are older. This presents challenges when |
|selecting texts since many books may be aimed at the interest and experience level of much younger children. Songs and rhymes also |
|need to be both interest- and age-appropriate. |
|Respond appropriately to simple requests which include attributes (e.g. big, dirty), possessives (e.g. my, your) and prepositions |
|(e.g. in, on, under) |
|Assessment activities/things to try |Things to look for |
|For ‘big’ or ‘dirty’: |The learner gives the appropriate item or places the item |
| |appropriately for each instruction. |
|Place the following four items in front of learner: | |
|- big plate, small plate, big cup, small cup |The learner also responds appropriately in more naturalistic |
|or |settings. |
|- clean plate, dirty plate, clean cup, dirty cup | |
| | |
|Ask the learner to, for example, ‘give me the little cup’ or | |
|‘give me the dirty plate’, etc. | |
| | |
|Replace all items each time before asking again and provide no | |
|visual clues. | |
| | |
|For ‘in’, ‘on’ and ‘under’: | |
| | |
|Position items (a) on the table directly in front of the learner | |
|and items (b) a little further away | |
| | |
|Items (a): sweet, brick, key | |
|Items (b): box, cup | |
| | |
|Ask the learner to, for example, ‘put the key in the cup’ or ‘put| |
|the sweet under the box’. Replace all items each time. | |
|Teaching strategies (to move learner to this step) |
|The learner may need additional support with the more abstract parts of the phrase (the attribute and the preposition). Signs could|
|be used for these alongside speech at first. |
| |
|Contrast ‘in’ with ‘under’ before moving on to ‘in’ with ‘on’. Do not contrast all three until pairs are well-established. |
|Answer ‘where?’ and ‘what?’ questions relating to objects and people |
|Assessment activities/things to try |Things to look for |
|In a variety of contexts across the curriculum, refer to objects,|The learner uses a phrase involving several words, signs or |
|places and people familiar to the learner (but not necessarily |symbols which give information relevant to the question. |
|present). Ensure that you do not give gestural or other | |
|contextual clues. | |
|Teaching strategies (to move learner to this step) |
|Begin with objects within the immediate environment before using questions which reference less visible or more abstract subjects. |
Aspect: COLLABORATION AND DISCUSSION
|Initiate a ‘conversation’ and repeat words or phrases if not understood |
|Assessment activities/things to try |Things to look for |
|Observe the learner’s communication in a wide range of |The learner (sometimes) proactively initiates a conversation or |
|situations. |changes the topic to something of interest to them. |
| | |
| |The learner uses language to repair a misunderstanding, e.g. by |
|Pretend to misunderstand the learner’s utterance. |repeating, or by elaborating upon, what they have said. |
|Teaching strategies (to move learner to this step) |
|From the earliest stages, it is important to follow the learner’s line of interest and to use it to help them take the lead in |
|communication. Circle time can be a specific opportunity to invite each learner to initiate a topic. Pictures or symbols (perhaps |
|in a ‘personal communication passport’) might be used to prompt a choice of topic, e.g. talking about their family or other |
|interests. |
| |
|There is strong evidence that, when communicating, even infants as young as 18 months of age focus on what has been understood by a|
|communicative partner and attempt to repair misunderstandings when they occur. Initially, this might be through pointing and other |
|means but as their oracy skills develop, learners need to learn ‘repair strategies’ which involve language – whether by repeating |
|the same words, signs or symbols, using different words or putting them together in different ways. |
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