Xurshid symbol communication-ims

Symbol Communication at
Ingfield Manor School

@

March 2009 Symbols @ IMS
sally.conner@scope.org.uk

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.
 It operates a Conductive Education
ethos……
 … which presents benefits and challenges
for embedding communication strategy


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


There is always a significant
proportion of students who require
AAC
For a 2007 audit, the school
population was divided into the
following categories ……


Primary Communication Categories
Sp: Speech Soc: Social
Phon: Difficult communication
issues
to understand
Si: Signing
Dis: Language
disorder AAC: Aided AAC
Del: Language Pre: Pre-
delay Intentional


Communication Categories @ IMS
November 2007

Communication Categories

20

15

10 Series1

5

0
Pre
March 2009 AAC Si SP PHON
Symbols @ IMS SOC DEL

2. AAC Strategy


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:


Early development of intentional
communication with objects, pictures and
symbols. Understanding of Cause & Effect

Progression of Skills

Voca

Paperbased
Communication Starting Blocks

Level 1: Skills TurnTaking Skills Go Steps
Keywords. Cloze
activities. Development Timing Development
Choicemaking IDV-A
Level 2: Sentence Simple
construction. Scanning Categorising IDV-B
Single pages. Other
vocabs
Complex Navigating IDV-C
Scanning Other
Level 3: Creative
language projects; vocabs/
Keyword IDV-D
navigating pages IDV
Communication combo
skills integration

functional use

Resources have been developed
piecemeal over the years
Starting with communication books
in pre-Boardmaker days
and high tech grids in Pre-Windows
days


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


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


3. Communication Books


The first books involved Copy, Cut,
Paste, Line Colour and Fill Colour
but nothing to do with Microsoft


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


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


1x2 Book


1x2 Photo Book


2x2 Book


2x2 Book with Yes/No

2x4 Book


March 2009 SpanishIMS Book
Symbols @ 2x4

4x4 Book


Encoded 4x4 Book


B&W 7x5 book with grid reference numbers


Coloured 7x5 book with grid reference numbers


Each level retains and builds on the
vocabulary of its predecessor
Both in terms of topics
and sentence building


At the first 3 levels, topics are the same. Complexity
increases according to size of vocabulary


The 1x2 Book has key word vocabulary;
but this may be extended by using a
‘flipout sheet’


The 2x2 Book is in essence the same; but
more vocabulary is displayed on one page


The 2x4 book introduces some sentence
builders
and may warrant a more complex flipout sheet


More topics are introduced in the 4x4 book


As well as more vocabulary and sentence
builders


More topics again at 7x5


As well as lots more sentence builders


and an
extensive
flipout sheet if
needed


There is a 4 year curriculum
designed for focused time on Level 1:
Keywords. Cloze

vocabulary learning activities.

Level 2: Sentence
Divided into 3 levels construction.
Single pages.

And with session plans for Level 3: Creative

every week
language projects;
navigating pages


3. IDV (Ingfield Dynamic
Vocabularies)


Ingfield Dynamic Vocabularies (IDV)
are high tech communication grids
Developed for children at Ingfield
spotted and selected for
publication in 1994
Since then, they have been
published on 13 different software
platforms


Go Steps 1


IDV A


IDV B


IDV C


IDV D


The latest addition is a hybrid of Grid
Talk…………….


and Star Talker (both Grid 2 user files
from Sensory Software)………..


And IDV for a student who needs a combination of
strategies, including Word Banks, Word Prediction
and familiar topic pages


Sensory Software International Ltd.

Sensory Software International Ltd.

Each level of IDV is Sensory Software International Ltd.

supported by a Workbook for
IDV 2
Workbook for
workbook Sensory Software International Ltd.

Level A
IDV 2
Workbook for
Which gives an Level B
IDV 2
organised planning Workbook for
Level C
The Ingfield Dynamic Vocabulary

and recording IDV 2
designed by Sally Conner
at Ingfield Manor School Vocabulary
The Ingfield Dynamic
Level D

structure at Ingfield Manor School
at Ingfield Manor School

at Ingfield Manor School

5. Starting Blocks


 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.


In Starting Blocks, technology is not
the primary focus…..
…..it is the interface for play
Students should not be left alone
with these grids
because interaction is with people
and play materials
………not the screen

OVERVIEW
TRAINING ACTIVITIES FUNCTIONAL
COMMUNIC-
ATION
ON YOUR GET SET GO
MARKS
PRIMARY Social/ Operational/ Practised
TARGETS Linguistic Linguistic Integration

Turn Taking Categorising Step 1: No
Navigation
Choosing Navigating Step 2: Some
Navigation
Row Column Step 3: Clear
Scanning and Speak
March 2009 Symbols @ IMS Step 4: Row
Column

A turn taking grid, to
participate in play. Requires
only single switch presses


A choice making grid, to take the
lead in a singing activity. Requires
ability to time switch presses with
scanning


Building up complex
scanning skills


Starting Blocks Work Books


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