COmmuNication and Interaction
Developing functional communication skills is at the heart of everything we do. We intent for all our Discovery learners to be confident social communicators and active learners.
Total Communication Environment:
To nurture functional communication a fundamental for the Discovery Curriculum is a ‘Total Communication Environment’ which includes:
- Natural gesture
- Speech
- Vocal sounds
- Using different tones, pitch or volume of the voice
- Communication aids
- PECS
- Signs e.g. Makaton
- Symbols
- Photo
- Pictures
- Objects of reference
- Sensory cues
Our (semi-formal) Discovery learners also need a responsive environment, through which they:
- obtain responses to what they do.
- are given opportunities to respond to other people.
- are able to initiate interactions and an adult/peer responds appropriately.
- have good role models who can model correct language/sentence structures.
Communication Curriculum Intent
We use the Springfields Communication Curriculum to develop communication skills for our Discovery learners which enables us to ensure our pupils are making progress.
Our communication curriculum focuses on
- Listening and understanding
- Making requests and refusal
- Non-verbal communication
- Greetings
- Understanding instructions
- Understanding and asking questions
- Communicating information
- Conversations
The aspirational goal for all Discovery learners is to become confident and competent communicators so that they can actively participate in social activities. Learners who are able to communicate effectively have access to increased opportunities for play and learning and are able to participate more fully in enjoyable social relationships.
The curriculum is designed to develop the ability to communicate intentionally starting with gesture and vocalisations and progressing to use words, phrases and sentences (not necessarily verbally). Initially children will learn to communicate for a purpose e.g. to make their wants and needs known. They then begin to develop an understanding and ability to initiate greetings, ask questions, communicate information and engage in conversations.
Communication support
The adults working in the classroom follow a total communication strategy throughout all aspects of the school day. They adjust their language, interaction styles and how they provide models of play and learning to suit individuals. The environment is also structured to support communication with visual support accessible in all areas of the environment.
