Communication is at the core of all teaching and learning opportunities at Richmond Hill.
We adopt a total communication approach. This means that all methods of communication are recognised and valued equally as forms of interaction.
Communication underpins all areas of the curriculum and allows students to access learning and develop social relationships. Communication is central to the entire curriculum and an individual’s autonomy. Students are therefore presented with opportunities to develop their communication skills throughout the school day using both planned and spontaneous situations. At Richmond Hill we recognise that it is everybody’s responsibility to have an understanding of the different methods of communication and to encourage students. To be effective communicators, staff must be effective listeners and observers.
AIMS
● To respect the individual’s communication style and ability and their right to communicate.
● To draw up specific, measurable, attainable, realistic communication targets that are regularly reviewed.
● To meet the communication potential of every student with respect of their cultural, religious or family views.
● To ensure, where possible, that students are provided with an appropriate and consistent communication environment.
● To facilitate the development of successful social communication.
Approaches to communication at Richmond Hill
At Richmond Hill we use a range of different communication methods to interact with the students, both low and high tech. We do not follow one approach as the needs of the students vary between classes and age groups. However, many of these approaches are specific to learners with autism. The important thing to remember is that whatever approaches are assessed as being appropriate for the individual students, they should be consistently followed by all staff and carers working with the student, to ensure that maximum communicative function is achieved. This means that if a student is more able to communicate and understand photographs they should always have access to them and all staff should know how to use them with the student. They should be moved on to the next stage after structured discussion and planning between SLT and school staff. We continue to support this through collaborative ongoing CPD. |
Intensive interaction |
Intensive Interaction ‘Intensive Interaction is a practical approach to interacting with people with learning difficulties who do not find it easy communicating or being social. This approach helps the person with learning difficulties and their communication partner to relate better to each other and enjoy each other’s company more. It helps them develop their communication abilities. In Intensive Interaction the carer, support worker, teacher or SLT works on being a better communication partner and so supports the person with learning difficulties to develop confidence and competence as a communicator. Intensive Interaction is a fun process. The communication partner is guided by what we know about how communication ordinarily develops for young students. S/he applies this knowledge in a way that is sensitive and respectful to the person with learning disability whatever their age.” (British Institute of Learning Disabilities). |
Object Cues and Objects of Reference |
The terms Object cues and Objects of Reference (OOR) refer to the use of objects as a means of communication. They can be used to develop understanding, to help anticipation and memory, to develop choice and can be a bridge to other forms of communication. Objects are part of a total communication system and should be used in conjunction with other forms of communication such as signing and speech. |
Photographs |
Photographs can help people begin to develop their symbolic understanding of the world around them. A photograph supports the students to develop a link between the visual representation of an object or event and the real thing. Photographs not only develop understanding but can also be used to establish expressive communication e.g. choice making or requesting. |
PECS |
As symbolic understanding develops students are more able to understand the abstract qualities of symbols in relation to objects and events. At Riverside we use a combination of Picture Communication Symbols (PCS) and Widget Symbols in colour with the students. Symbols are used throughout the environment e.g. timetables as well as directly during and outside of classroom sessions. Symbols can range from the easily recognisable ‘cat’ to the |