symbol communication at ingfield manor school
DESCRIPTION
Symbol Communication at Ingfield Manor School. @. Overview. The school Communication strategy Communication Books IDV Starting Blocks. 1. Ingfield Manor School. Ingfield Manor School is an independent day and residential special school for children with cerebral palsy aged 3-16. - PowerPoint PPT PresentationTRANSCRIPT
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March 2009 Symbols @ IMS [email protected]
OverviewThe schoolCommunication strategyCommunication BooksIDVStarting Blocks
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March 2009 Symbols @ IMS [email protected]
Ingfield Manor School is an independent day and residential special school for children with cerebral palsy aged 3-16.
It operates a Conductive Education ethos……
… which presents benefits and challenges for embedding communication strategy
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March 2009 Symbols @ IMS [email protected]
I was warned I wouldn’t last 6 weeks at Ingfield because Conductive Education and AAC don’t mix
but I’m still there 18 years on
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March 2009 Symbols @ IMS [email protected]
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March 2009 Symbols @ IMS [email protected]
There is always a significant proportion of students who require AAC
For a 2007 audit, the school population was divided into the following categories ……
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March 2009 Symbols @ IMS [email protected]
Sp: SpeechPhon: Difficult
to understandDis: Language
disorderDel: Language
delay
Soc: Social communication issues
Si: SigningAAC: Aided
AACPre: Pre-
Intentional
Primary Communication Categories
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March 2009 Symbols @ IMS [email protected]
Communication Categories
0
5
10
15
20
Pre AAC Si SP PHON SOC DEL
Series1
Communication Categories @ IMS November 2007
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March 2009 Symbols @ IMS [email protected]
Those numbers represent a typical pattern at IMS
So an infrastructure to support AAC is necessary
Over the years, we have developed resources and teaching strategies, currently reflected in the following:
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March 2009 Symbols @ IMS [email protected]
Level 1: Keywords. Cloze activities.
Level 3: Creative language projects; navigating pages
Level 2: Sentence construction. Single pages.
Paperbased Communication Starting Blocks
Voca
Progression of Skills
Early development of intentional communication with objects, pictures and symbols. Understanding of Cause & Effect
functional use
skills integration
Skills Development
Skills Development IDV-A
IDV-B
IDV-C
IDV-D
Other vocabs
Go Steps
Other vocabs/ IDV combo
Timing
Simple Scanning
Complex Scanning
TurnTaking
Choicemaking
Categorising
Navigating
Keyword Communication
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March 2009 Symbols @ IMS [email protected]
Resources have been developed piecemeal over the years
Starting with communication books in pre-Boardmaker days
and high tech grids in Pre-Windows days
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March 2009 Symbols @ IMS [email protected]
We had no thoughts of integrating low and high tech
We had no vision as to where it would lead…..
…….just solutions for individuals
A reasonably well integrated solution has emerged
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March 2009 Symbols @ IMS [email protected]
If I were starting with the tools, knowledge and experience I have now I would do many things differently……..
………but we do have an embedded strategy that has stood the test of time
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March 2009 Symbols @ IMS [email protected]
The first books involved Copy, Cut, Paste, Line Colour and Fill Colour
but nothing to do with Microsoft
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March 2009 Symbols @ IMS [email protected]
Mayer Johnson had relatively extensive resources, so we set off down the PCS path
We have so many resources that switching symbol sets would be a mammoth undertaking
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March 2009 Symbols @ IMS [email protected]
There are currently 5 basic levels of book
Although several variations at each level appear on a regular basis
The books are intended as templates to customise
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March 2009 Symbols @ IMS [email protected] Book with Yes/No
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March 2009 Symbols @ IMS [email protected] 2x4 Book
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March 2009 Symbols @ IMS [email protected]
Each level retains and builds on the vocabulary of its predecessor
Both in terms of topicsand sentence building
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March 2009 Symbols @ IMS [email protected]
At the first 3 levels, topics are the same. Complexity increases according to size of vocabulary
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March 2009 Symbols @ IMS [email protected]
The 1x2 Book has key word vocabulary; but this may be extended by using a ‘flipout sheet’
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March 2009 Symbols @ IMS [email protected]
The 2x2 Book is in essence the same; but more vocabulary is displayed on one page
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March 2009 Symbols @ IMS [email protected]
The 2x4 book introduces some sentence builders
and may warrant a more complex flipout sheet
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March 2009 Symbols @ IMS [email protected]
There is a 4 year curriculum designed for focused time on vocabulary learning
Divided into 3 levelsAnd with session plans for
every week
Level 1: Keywords. Cloze activities.
Level 2: Sentence construction. Single pages.
Level 3: Creative language projects; navigating pages
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March 2009 Symbols @ IMS [email protected]
Ingfield Dynamic Vocabularies (IDV) are high tech communication grids
Developed for children at Ingfieldspotted and selected for
publication in 1994Since then, they have been
published on 13 different software platforms
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March 2009 Symbols @ IMS [email protected]
and Star Talker (both Grid 2 user files from Sensory Software)………..
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March 2009 Symbols @ IMS [email protected]
And IDV for a student who needs a combination of strategies, including Word Banks, Word Prediction and familiar topic pages
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March 2009 Symbols @ IMS [email protected]
Each level of IDV is supported by a workbook
Which gives an organised planning and recording structure
Sensory Software International Ltd.
Workbook for IDV 2
Level A
The Ingfield Dynamic Vocabulary designed by Sally Conner at Ingfield Manor School
Sensory Software International Ltd.
Workbook for IDV 2
Level B
The Ingfield Dynamic Vocabulary designed by Sally Conner at Ingfield Manor School
Sensory Software International Ltd.
Workbook for IDV 2
Level C
The Ingfield Dynamic Vocabulary designed by Sally Conner at Ingfield Manor School
Sensory Software International Ltd.
Workbook for IDV 2
Level D
The Ingfield Dynamic Vocabulary designed by Sally Conner at Ingfield Manor School
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March 2009 Symbols @ IMS [email protected]
Series of user files comprising over 1000 grids, programmed in the Grid 2*
designed to give extensive range of activities and resources
for developing competency in using speech output technology
if need be, in small steps and over a long period of time.
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March 2009 Symbols @ IMS [email protected]
In Starting Blocks, technology is not the primary focus…..
…..it is the interface for playStudents should not be left
alone with these gridsbecause interaction is with
people and play materials………not the screen
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March 2009 Symbols @ IMS [email protected]
OVERVIEW TRAINING ACTIVITIES
FUNCTIONAL COMMUNIC-ATION
ON YOUR MARKS
GET SET GO
Operational/ Linguistic
Practised Integration
Turn Taking
Choosing
Categorising
Navigating
Row Column Scanning
Step 1: No NavigationStep 2: Some NavigationStep 3: Clear and SpeakStep 4: Row Column
PRIMARY TARGETS
Social/ Linguistic
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March 2009 Symbols @ IMS [email protected]
A turn taking grid, to participate in play. Requires only single switch presses
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March 2009 Symbols @ IMS [email protected]
A choice making grid, to take the lead in a singing activity. Requires ability to time switch presses with scanning