Carol Harding

COMMUNICATION AND INTERACTION HANDBOOK Developing a Communication

Friendly Environment

A Communication Friendly Environment (CFE):

Makes everyone feel safe enough to listen, understand and express themselves.

Enables learners to develop their social, emotional and academic potential by reducing or removing barriers to communication.

Provides an accessible learning environment for everyone.

Removes any barriers to communication.

By developing a communication-friendly environment we are encouraging communication to be effective, easy and enjoyable.Signs and symbols are used throughout the environment to provide visual cues rather than just written signs and to provide for the differences in age and development of the children.

VISUAL SUPPORT

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A map of the school site is available along with clear directions using visual cues.

The entrance displays photographs of the staff with their names and responsibilities.

Classroom displays are supported by symbols and pictures.

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There are clear directions for specific areas.

Timetables are clearly displayed and referred to. Staff also use a visual timetable either with photos or symbols

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showing the activities for the day. This reduces anxiety and gives the children a clear idea of their day.

Symbols can help children visualise the meanings of words. Symbol supported books and worksheets support

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pupils with their work, aid understanding and enable pupils to work more independently.

Symbols can also support pupils with literacy difficulties to read.

COMMUNICATION

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Staff will use simple non-verbal gestures or signs e.g. to imply approval.

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Staff use appropriate facial expressions and body language along with acoustic signals in the voice (volume, tempo, rhythm etc.) to help convey a message.

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Active listening skills are taught and reinforced and staff help pupils to pay attention to what is being said by slowing down their language, emphasizing important words, simplifying their language, reinforcing important concepts, using symbols, real objects or photos, giving the pupils time to think, using the child’s name.

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To maintain interest when reading a story, staff show relevant pictures and objects. This gives an opportunity to link something real to the spoken word. It makes the story come to life.

Give pupils the opportunity to demonstrate their knowledge in a variety of ways.

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ENVIRONMENT

The lighting, temperature, acoustics, layout and other environmental factors need to be suitable for a learning environment and may need to be slightly adapted depending on the task at hand. Materials and resources for tasks should be readily available and easily accessible.

Surroundings that eliminate or minimise barriers to the sending and receiving of information, successfully enable children to develop.

good light

good acousti

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temperature

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The noise level should be appropriate and there should be an awareness of visual distractions.

There needs to be clearly defined spaces/areas for personal belongings and classroom equipment preferably using symbols and pictures to label. There should be sufficient space for the children to sit and move comfortably and quiet areas should be provided within the classroom that can be used as a low distraction workplace. Can the layout of the classroom be rearranged to suit different learning opportunities?

Almost all activities throughout the day can support speech, language and communication, so a

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communication friendly environment seeks to ensure all of these opportunities are planned for and used to their full advantage.

TIPS FOR PARENTS AND CARERSGet your child’s attention: Face your child or sit down with them. Say their name before you start speaking. Talk about something you can both see in front of you. This helps them to learn what words mean.Have fun together: Use actions, sing, make noises and funny faces. Don’t be shy, being a bit silly gets their attention and makes them laugh and can encourage language development.Give them time to think: Children need more time than adults to think about what they have heard, and decide what to say back. Give them time to respond, and look at them while you wait.Make it easier for them to talk: Dummies can get in the way of talking. Try to keep them just for sleep times. Take it out to talk.Make it easier for them to listen: Turning the music, radio or TV off helps children focus on your words.Show them the right way: Young children often make mistakes. Show them that you understand, rather than asking them to repeat words correctly. Say the words or

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sentence again correctly for your child. If they say “look at the dod”, You can say “yes, it’s a dog”.Build on what they say: Adding one or two words to what they say helps your child onto the next stage of talking. So, if your child says ”bus” you say “yes, big bus”.

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