Introduction

Language plays an essential role in learning, thinking, remembering and reasoning, while communication is essential to participation in classroom groups and other educational and social life situations. Any language and communication difficulties are therefore likely to have far-reaching effects on listening, talking, reading and writing, and in the educational process as a whole.

Language and communication are much more than just speech. Development encompasses:

• behaviour
• participation / interaction
• receptive language
• functional communication
• expressive language through –
  – augmentative communication (low / high-tech)
  – speech
  – reading / writing

Obviously, it is hoped that natural speech will develop to an adequate level, and therapy and teaching will both support this aim. Meanwhile, work has to be put in to the development of all the underlying aspects of language and communication, using any and all tools available – speech, signing, symbols, and technology. ‘Wait and see’ is not an option!

How can ICT help?

Information and communications technology (ICT) is a broad term used here to cover all kinds of computer hardware and software used in schools, and also highly specialized voice output communication aids (VOCAs) used by individuals as well as adapted access devices. ICT can contribute to the teaching of pupils with language and communication difficulties in three major ways:

• providing augmentative and alternative communication (AAC) aids for individual pupils
• providing computer software for use by the pupil that: provides access to the curriculum supports teaching and learning of a differentiated or adapted curriculum helps to develop language and communication skills
• providing the teacher with the means to make high quality graphic materials to support language and communication work

Expected outcomes

By the end of this Unit, participants will have…

• identified appropriate approaches and ICT tools for pupils at different developmental levels of language and communication development
• realized that the teacher’s provision of an effective role model (use of clear simple language, and signing and / or pointing to symbols herself to support receptive language), and pupils working together in pairs and groups are equally important factors in developing pupils’ communication, as ICT
• gained ideas about how to improve access to the curriculum for pupils requiring the use of communication technology
• become aware of the value of using symbol-based materials to create a communicative classroom
• acquired awareness of the three main roles of ICT in the possible support of pupils with language and communication difficulties
• gained familiarity with hardware and software resources for the creation of communication materials
• gained knowledge of where to go for further help

Key skills covered in this Unit

Recognize and value all forms of communication and rethink the child’s communication needs as circumstances change
See Scenarios: 1, 8, 14, 16, 17, and 18

Create symbol and picture resources
See Scenarios: 1, 10, 11, 12, 14, 17, 20, 21, 22 and 23

Audit and organize resources and create clear instruction sheets for other adults to follow
See Scenarios: 6, 10, 11 20, and 21

Program a communication aid (from single message device to full, complex vocabulary)
See Scenarios: 1, 2, 3, 4, 5, 7, 9, 10, 11, 14, 15, 19, and 21

Create activities using software which accepts symbols and pictures
See Scenarios: 1, 2, 4, 12, 17, 18, 19, 22, 23, and 24

Provide access, via specialist devices, to a wide range of equipment, including mains-powered
See Scenarios: 2, 4, 8, 19, and 21

Set up and maintain systems to enable both communication and writing
See Scenarios: 14, 15, 18, and 19

Use digital cameras and the Internet to create and collect resources and then integrate these resources into framework software
See Scenarios: 10, 22, and 23

Plot a path through available software to develop appropriate skills
See Scenario: 13

Identify a role in activities for each student
See Scenarios: 2, 7, 8, 9, 10, and 21

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