Level 3 – Language for learning

By this stage the pupil is using a large, expressive vocabulary of spoken words, signs or symbols for social communication. Pupils with speech will be putting words together into sentences, though these may be limited and contain errors of word order and grammar. PECS pupils will be able to build short symbol sentences, following a structured format.

A non-speaking pupil can follow and understand a multiple sign or symbol stimulus, and can sign, or indicate in symbols, short sequences of meanings from the range of hundreds of signs and symbols available to them, from communication charts, books or symbol bank etc. Utterances may still be grammatically disordered or telegrammatic.

In terms of computer control and access to the curriculum via technology, the pupil is becoming accurate, and hopefully faster, through the use of an appropriate access method, e.g. touch screen, mouse, rollerball, joystick, or switches.

Things to think about

Personal computer or dedicated VOCA, for non-speaking pupils?

If speech is still difficult to understand by the time they have reached this stage of development, then classroom resources are too limiting and the pupil needs a computer or VOCA of their own. Many different, complex VOCAs are available. Help with selection should be sought from your SALT, Head Teacher, Educational Psychologist or SENCO. They may in turn refer to a specialist centre such as one of the Education (ACE or CALL) centres or Health Service Communication Aid Centres.

Introducing a powerful personal VOCA to the pupil and integrating its use into the classroom raises many issues. These need to be addressed if success is to be achieved.

Management issues

• Who will take responsibility for programming the VOCA?
• Who will take responsibility for coordinating use of the VOCA?
• What arrangements need to be made for staff training and ongoing support?
• What arrangements need to be made for technical support, maintenance and repair?
• What arrangements need to be made for regular review and reassessment if / when a new VOCA is necessary? – the pupil will change and new technology will become available
• What arrangements need to made for parental training and guidance?

Vocabulary selection / programming issues

• Use vocabulary and language structures that the user cannot readily access in any other way.
• Use vocabulary that is highly useful and / or motivating for the user.
• Add vocabulary in context and immediately use it functionally.
• Include partial phrases as well as single words to ensure that the user can create longer utterances quickly.

Should a pupil have two separate systems – a personal VOCA plus a computer for school work and writing?

Managing two complex technological systems (computer and VOCA) can be difficult; one of them may not get used, so an integrated speech output and writing aid might appear the best answer. Such systems can, however, end up meeting neither learning or communication needs so well as a specialized piece of equipment. Each case will need to be judged on the specific requirements of the pupil and the support available to them (technical as well as someone to carry it around for them).

Single integrated system

Scenario 15

Liam uses a portable computer with a touch screen, running a dynamic screen communication aid program (CALLTalk on Freestyle). When he needs to switch from chat to ‘work’ he goes from the ‘Top Page’ to the ‘School Stuff’ page, and presses either ‘Diary’ or ‘Maths’. The application (Speaking Dynamically Pro) launches either the word processor (Write:Outloud) or the maths work sheet program (MathsPad). When he is finished, he closes his writing or maths work and is automatically returned to the communication system.

Key skills and equipment

The key skill for the above example is the ability to:

• Set up a program to contain communication pages and to launch other programs

The key equipment is:

• Speaking Dynamically Pro on a Freestyle (synthesized VOCA / Apple MAC portable)
• Word processor and / or maths program

Two separate systems

Scenario 16

Throughout her time at a small rural primary school, Sophie has done well using her own speech (dysarthric but intelligible to those who know her well) and written using her own computer system, with Clicker 4 plus Penfriend, in the classroom. However, now that she is about to go to secondary school, with larger numbers of people who do not know her, she will probably encounter many situations in which she is unable to make herself understood by her speech alone. Recently she received a Lightwriter (synthesized VOCA) which is small enough for her to carry around. Now she is never without some back-up to speech.

Key skills and equipment

The key skill for the above example is the ability to:

• rethink equipment in the light of changing circumstances and need (child, environment, new technology)

The key equipment is:

• Lightwriter SL35 (synthesized VOCA)

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