At Netherhall Mead we use a total communication approach. This simply means that we use a variety of strategies to develop communication skills.
This promotes a caring school community equipped with a knowledge and understanding of each other’s communication needs. This can boost self-esteem, confidence and reduce anxiety and misunderstanding.
We strongly believe in the positive benefits of using communication strategies both at home and school. This helps to reinforce skills and to develop clear consistent routines and shared expectations for pupils.
If you wish to discuss your child’s communication or attend training sessions, please contact the school office. They will pass on your details to the schools Communication Support Coordinator. (CSC)
A Speech and language therapist (SALT) visits weekly to work with pupils and their families. They work closely with school staff to devise strategies and programmes of work to support pupils on the caseload. Our school Communication Support Coordinator also works to support pupils’ communication across the school.
In school we use ‘Signalong’ this is sign supported communication for people with learning difficulties. It is based on British Sign language. It is always used in conjunction with the spoken word. We have a qualified Signalong tutor in school
If you are a Parent, family member or Carer of a child in school we can provide signing taster sessions / introductory courses / certificated course.
Please contact the school office and enquire when the next course will be running.
For pupils at the earliest stages of communication, Intensive Interaction will be used to develop and support communicative exchanges. This approach teaches the pre-speech fundamentals of communication including eye contact, facial expression, turn-taking and emotional engagement. It involves the interaction between a member of staff and the learner and is an approach used to develop shared attention into ‘activities’. The intensive interaction routines are individualised and repeated frequently. It aims to promote the learners want and desire to engage and participate with another individual, promoting positive communication.
Body signing is usually used with our students who have multiple disabilities and visual impairments.
It is an accessible means of Receptive and Expressive Communication using the tactile cue of touch along with speech. If you are a parent or career and would like any more information regarding your child and body signing
There is a booklet on body signing that you can access using the link below. It was written by Speech and Language Therapists and Teachers of the Visually Impaired from Leicester, Leicestershire and Rutland.
Objects of reference are used in a consistent manner across the school to assist students to obtain information from the ‘object cue’
Augmentative and alternative communication (AAC) refers to all methods of communication used either instead of or in addition to speech. Here are a few examples of Low tech aids we use.
Symbols support the pupils to make choices, clarify and express themselves. The use of symbol cards should be modelled and reinforced by staff and pupils alike. Symbols are used across the school.
Symbols are also used to support people who have difficulties decoding and understanding text. It is important to remember that not all pupils are able to derive meaning from a symbol.
There is a natural progression route of symbolic understanding shown below.
The picture Exchange Communication System (PEC’s)PECs is a structured approach to developing communication with a student by ‘exchanging’ a photograph or picture symbol for a desired item or to express themselves. These students are identified by the SaLT team in collaboration with the class teacher, as certain pre-requisite skills are required. PEC’s is a very structured approach and has a defined hierarchy that has to be followed for it to become a successful communication system. We use many PEC’s strategies to support the student behaviour for example individual timetables, reward cards, now and next boards
“Voice Output Communication Aids (VOCAs) or Speech Generating Devices (SGDs) are devices used by individuals who are either unable to speak or whose speech is difficult to decipher. The simplest VOCAs stores a single pre-recorded message activated when the person using the device presses a button or switch. The more complex VOCAs include software that allows users to create simple to complex speech.
Where it is felt a pupil requires ‘high tech’ (VOCA) equipment a referral is made in conjunction with the local speech and language therapist, to the Health Authority. This is usually completed by the SALT. It is the responsibility of the teacher to ensure the pupil has regular use of their equipment and it is incorporated into the wider curriculum.
In school we use iPad’s as a VOCA (communicative devices). The Communication Programme we use is called ‘Grid Player’
The communication passport is a working document which changes and grows as the pupil develops and matures. It contains a description of the pupils’ most effective method of communicating with others.
To help us to better understand your child we ask you to complete a questionnaire booklet. Getting to know what motivates your son/daughter is important to us at school.
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