New Struan School Communication Policy

Transcription

1 New Struan School Communication Policy Director Responsible: Author: Jasmine Miller Principal School Leadership Team and Speech and Language Therapists Date: February 2014 Version Number: 1.1 Approved by Board August 2014 Review Date February 2017

2 DOCUMENT HISTORY Date Author/Editor Summary of Changes Version No. 11/02/14 J Miller Draft Review 1.1 CONSULTATION AND RATIFICATION SCHEDULE Name of Consultative Body Date of Approval Senior Management Team Staff forum For information Regional Managers Forum July 2014 New Struan Leadership Team June 2014 CROSS REFERENCE TO OTHER POLICIES / STRATEGIES This policy should be read in conjunction with: Policy 1 Policy 2 Detail Teaching for Effective Learning Policy Target Setting and Curriculum Policy

3 CONTENTS 1. Introduction Communication is at the heart of our curriculum All means of communication are equally valid What is Communication? How Communication develops Cognitive and Emotional development Working together Communication environment The wider context Monitoring and review References... 4

4 1. INTRODUCTION At New Struan School we believe that every pupil will be helped to develop his or her communicative potential within a learning environment that puts communication at the heart of the curriculum. The Speech and Language therapy service at New Struan School is dedicated to developing a truly collaborative model of working with education. The Speech and Language Therapists, Teachers and other key stakeholders work with the pupils and staff across the residential school. The Speech and Language therapist and teachers provide educational objectives for pupils which may target communication and language in any aspect of learning. The role is to support staff in the differentiation of the curriculum both for individual pupils and the whole population, modification of the classroom/communication environment and allowing for communication opportunities across the curriculum and across the pupils day. Speech and Language Therapy Service Journey through SLT Speech and Language Therapy may involve work with the young person, which may include assessment, work on a one to one basis and work with the young person in the classroom environment. Work for the young person may include writing reports, liaison, planning and consultation with school, residence staff and parents. The Speech and Language therapist will have input into the Personalised Learning Plans where appropriate. They will provide resources and individualised programmes of therapy when required. Work for the population includes training, attendance at presentations and courses. Speech and Language therapists at New Struan are also available for advice and consultation. Page 1 of 4

5 2. COMMUNICATION IS AT THE HEART OF OUR CURRICULUM Communication is a basic human right. In this community, this cannot be taken for granted, and pupils will need support to develop and to use the forms of communication that are most appropriate to their needs, interests, relationships and levels of development. Communication is the core of learning, because all information has to be transmitted in ways that pupils can understand. Children learn to think through language, and language emerges through the process of communication. As communication is the means whereby relationships are formed and sustained, it is therefore integrated into all areas of the educational (formal) and social (informal) curriculum. Communication does not stop at the classroom or residence door. It is everyone s job to know how to communicate with all pupils at New Struan School. Communication is viewed as an integral part of the school curriculum. The focus on developing communication skills is not restricted to particular lessons or therapy sessions, but is integrated into all areas of the school day and evening for residential pupils. 3. ALL MEANS OF COMMUNICATION ARE EQUALLY VALID All attempts at communication should be accepted, valued and reinforced throughout the school day. The environment in which pupils engage in over the day and evening can support my efforts to understand, be understood and make relationships. We use a total communication approach at New Struan School to facilitate learning and communication. Every individual communicates in a way that is unique, yet communication is common to all individuals. In this school, we value and celebrate the diversity of languages, cultures and communication styles and at the same time, we promote shared forms of communication which allow for relationships to develop and meanings to be understood. (I am unique, but look what we share). Communication is vital for the expression of feelings, needs and choices and for the development of social relationships and friendships. Communication with the peer group is as important as communication with adults (Communication makes friends) 4. WHAT IS COMMUNICATION? Communication is a two way interaction, in order to share meanings which may be feelings, desires, interests or ideas. Language is a system of words (vocabulary) and sentences (grammar) which we may use for communication and for thinking and learning. Communication is the product of an interaction between the PUPIL, the ENVIRONMENT, and the PEOPLE involved (Grove, N 2006). The pupil will bring particular strengths and needs, feelings and attitudes to the interaction, and a set of experiences that influence how, when and why it happens. The people involved also bring strengths and needs, feelings, attitudes and beliefs that influence how they communicate with the child. These people include staff, other children, Page 2 of 4

6 parents and visitors to the school. develop their communication skills. People need to support children appropriately to The environment provides the context in which communication takes place, and offers or restricts opportunities which motivate communication. The environment needs to be structured to promote communication, in order for pupils to develop their potential. 5. HOW COMMUNICATION DEVELOPS Communication and language develops through social interactions, and through interaction with objects and events. These two types of interaction (people-based and object-based) combine as the pupil begins to signal information about events to other people with increasing intent through increasingly conventional signals (signs, words, pictures and symbols). We aim to support pupils to develop their communication to the maximum of their capacity, enabling communication to progress from unconventional to conventional and pre-intentional to intentional. 6. COGNITIVE AND EMOTIONAL DEVELOPMENT Cognitive development supports the development of communication, as the pupil develops their awareness of people and things, focus their attention, remember and anticipate. Cognition is vital for communication and communication is vital for cognition. Emotional development supports the development of communication as the pupil develops a sense of positive identity, the motivation and interest to interact, and a range of feelings that they wish to share with others. Feelings are vital for communication, and communication is vital to the expression of feelings. All staff have a mutual responsibility to meet the communication needs of each pupil. All staff will ensure the provision of an environment that facilitates maximum and optimal opportunities for communication throughout the school day. Staff will explore a range of prompts, cues and strategies to help pupils communicate. 7. WORKING TOGETHER Staff adopt a holistic approach to the care and education of pupils, which is demonstrated through the priority given to collaborative working. Staff are committed to working in partnership with parents and other key communication partners to facilitate optimum communication for pupils through all aspects of their lives. 8. COMMUNICATION ENVIRONMENT Using a total communication approach, the schools environment will allow the pupils to express themselves using a range of means. We will develop the need for the student to communicate by providing reasons for them to do so e.g. manipulating the environment so that they must request something that they want or tell us about something that has happened. We must ensure that we are providing the pupils with appropriate opportunities to communicate ranging from choice making to use of relevant additional AAC so that Page 3 of 4

7 they are able to understand their environment and express themselves in a range of situations (Deardon and Emerson, 2011 ). The environment needs to be thought of as both physical (e.g. room space, furniture) and social (the influence on how people behave according to their culture, job and gender). They will all have an influence on communication. 9. THE WIDER CONTEXT As with all special schools, we operate in a context that is influenced by the need to include our pupils in the wider society (mainstream) and the need to provide input to meet their unique needs (specialist). Our curriculum and policy are therefore influenced by national initiatives and best practice from research findings. 10. MONITORING AND REVIEW Scottish Autism will monitor the effectiveness of this policy. This policy will be reviewed every three years or earlier as required. 11. REFERENCES EMERSON, A and DEARDEN, J., Teaching pointing for communication: means, opportunities, reasons and the missing ingredient Communication Matters. 25(2), Convention on the Rights of the Child GROVE, N, Total communication definition Page 4 of 4