Communication forms

Communication

For effective communication, students need to develop skills to use a range of:

• expressive communication strategies
• receptive communication strategies.

Expressive strategies are used by students to communicate with others.

Receptive strategies are used by students to respond to and demonstrate their learning in the classroom.

Communication forms and systems

The methods or ways in which people communicate are called communication forms. Students with disability may use a range of communication forms. This range of communication forms is called a communication system. Communication systems are specifically designed to meet the individual needs of a student. They are designed through careful assessment of the student’s:

• needs
• preferences
• communication level¹.

A communication system may include:

• aided communication which uses an aid for communication
• unaided communication which is a form of communication produced by the student.

Augmentative and alternative communication systems

Augmentative and alternative communication (AAC) systems are used to supplement speech or writing. Augmentative means to add to someone's speech. Alternative means to use instead of speech. AAC systems can be low or high tech².

Examples of AAC systems:

• voice output communication aid
• visual exchange communication systems
• communication and writing devices or applications
• manual signs
• facial expressions
• gestures
• adaptive switches, activated by finger, hand, arm, leg, foot, head or breath.

Students may come to school with a communication system already used at home or developed by allied health services. Other students will not have a formal system in place. These students will need to trial a range of communication strategies at school to find a system that works best for them. It is important to work with the student’s support team through collaborative curriculum planning to identify the most appropriate strategies.

Additional support

Some students with disability may require additional support to aid communication. This could include:

• prompting, including but not limited to, environmental cues and physical support or
• adjustments such as changing the size of objects and visuals, or the proximity of signs or visuals.

Some students with disability may have a personal communication dictionary³. Their personal communication dictionary may outline conventional or unconventional representation of words. It may also outline effective strategies and tools to use for expressive and receptive communication. Students may be at various stages in relation to their knowledge and skills in using their preferred communication forms.

Types of communication forms

Students can use a range of communication forms to access and respond to learning. They include:

• objects
• gestures
• visuals
• Key Word Sign
• technology
• eye gaze

Objects

Objects are material things used to represent words. They can be used to reference things such as:

• activities
• places
• people
• feelings.

Objects may be the object itself, or symbolic such as:

• textures such as a piece of carpet, blanket, wood, or plastic
• miniatures
• pieces or a remnant of the real object.

They are used to illustrate the intended communication. The meaning of objects can either be taught by a communication partner or may come from the student’s prior experience of using them to communicate. For example, one student may associate a ball with physical activity lessons while another may associate physical activity with a whistle, or remnant of a sports uniform.

Gestures   

A gesture is a form of non-verbal communication in which actions communicate particular messages, either in place of speech or in parallel with spoken words. Gestures include:

• movement of the hands
• facial expressions including eye movements
• other parts of the body.

For students with complex communication needs, gestures can be used either in place of, or to support, receptive and expressive communication.

Visuals

Visuals are a form of non-verbal communication which uses visual elements to communicate information or ideas. Types of visual communication include:

• photographs
• pictures
• drawings
• symbols
• graphical representations.

Students may begin by using photographs then move to more abstract representations such as drawings, and symbols. Including visuals along with the written and spoken vocabulary and concepts is important. This provides a broad teaching and learning experience for all students.

Visuals can be collected and put in many accessible forms to allow for quick access. Accessible forms may include:

• a booklet
• technology
• keyring clusters
• pictures
• flow charts
• communication boards.

Communication boards enable students to indicate choice, preference, or feelings. They can be used as a way of reducing verbal input. A student can use communication boards to demonstrate their understanding and a communication partner can use it to communicate an idea.

Key Word Sign

Key Word Sign (KWS) is a simplified form of manual signing that builds upon natural gesture and body language. Key Word Sign uses signs for key words in a sentence or phrase. It can be paired with spoken word or visuals. Students may communicate or respond to learning by supplementing their speech with key word signs.

Technology

Technology includes methods, systems, and devices which are used for a practical purpose. Technology used to aid communication can be:

• low tech
• high tech.

Low tech

Low tech is technology that is designed to be simple to use and make. Examples of low tech communication forms include:

• picture exchanging
• word boards
• communication books
• switches.

High tech

High tech is modern technology that uses advanced features and includes items and devices such as:

• the internet
• mobile devices
• computers
• digital photography.

High tech communication forms include:

• speech-to-text and text-to-speech applications
• chat applications
• eye gaze technology.

There are many applications that enable communication whether receptive or expressive.

Eye gaze

Eye gaze is nonverbal communication that involves eye movement, eye gaze, and other types of eye behaviour.

Eye movements may involve:

• blinking
• looking
• fixing gaze on a person, object or visual image.

Eye-gaze assistive technology (EGAT) provides people with severe motor and speech impairments with communication opportunities. EGAT works by using the person’s eyes to control a communication interface device.

Students with high communication needs may use EGAT. Devices trained to the specific individual for text-to-speech and speech-to-text applications are becoming more common.

Assessment

Students with complex communication needs must be given opportunities to demonstrate their learning. They may use their preferred communication form(s) to take part in assessment activities and show what they know. Teachers need to collaborate and work together before setting any assessment activity to make sure students can use their preferred communication form(s).

Resources

The following record sheets and checklists may be useful for identifying students’ communication needs and planning strategies or supports.