Ruth Motley—Manager - SERUweb.seru.sa.edu.au/pdfs/SERUpdate June 2006.pdf · ... waiters, menu,...

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Special Education Resource UnitSpecial Education Resource UnitSpecial Education Resource Unit 72A Marlborough Street, Henley Beach SA 502272A Marlborough Street, Henley Beach SA 502272A Marlborough Street, Henley Beach SA 5022 Telephone: 8235 2871Telephone: 8235 2871Telephone: 8235 2871 Fax No: 8235 1907Fax No: 8235 1907Fax No: 8235 1907 TTY: 8235 0465TTY: 8235 0465TTY: 8235 0465 Email: Email: Email: [email protected]@[email protected] Website: web.seru.sa.edu.auWebsite: web.seru.sa.edu.auWebsite: web.seru.sa.edu.au Courier: R2/4Courier: R2/4Courier: R2/4

Ruth MotleyRuth MotleyRuth Motley———ManagerManagerManager

Term 2, 2006 see some staff changes at SERU. Corey Ogilvy has won a short term position at Parliament House. Timea Fuszfas, one of our Conductors will soon be taking leave to give birth to her second child. We wish them both well. We welcome Deb McGuiggan to the Reception desk.

This SERUpdate’s focus is on oral language impairment. We have a number of interesting articles for you. Our contributors are from both within the Department of Education and Children’s Services (DECS) and from organisations outside the department.

OORALRAL L LANGUAGEANGUAGE

Children learn language by interacting with other language users in a social context. Adults play a large part in extending children’s language through sharing enriching experiences, talking about them and expanding and remodelling children’s attempts to communicate. Language continues to develop throughout our lives - even after school and study. As we work and find new interests, we have to learn new vocabulary specific to that new job or activity. Why is oral language so important? Oral language is the predominant mode of communication in our society and is essential for social interaction. We use oral language to control others, express feelings, inform, question or obtain what is needed. In school, where classrooms are mainly oral environments, children need to learn new texts and language routines, as classroom language becomes more abstract.

Oral language and learning In their early years, children are busy learning language. They acquire vocabulary at a tremendous rate (3000 words by age 4), and also learn how language works. As children develop more abstract language they begin to use language to learn. Oral language facilitates the integration of new information, ideas and experiences into the existing framework of knowledge and beliefs. For example, a child may only have a limited mental model of restaurant if they have only ever been to fast food places, but by experiencing café’s and other eating places and talking about them (using all the words like dining, waiters, menu, bill and so on) they can add to the restaurant mental model. Language gives the child the ability to think out loud so that they can link words, deeds and ideas. Talking with others will also clarify ideas and opinions and is used to plan and think critically.

Carol EdwardsCarol EdwardsCarol Edwards———Project Officer, Communication and Language, SERUProject Officer, Communication and Language, SERUProject Officer, Communication and Language, SERU

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OOORALRALRAL L L LANGUAGEANGUAGEANGUAGE I I IMPAIRMENTMPAIRMENTMPAIRMENT

Oral language and literacy Oral language underpins literacy. Children with poor language skills before school have been shown to be at an increased risk of literacy difficulties. Children’s early language accompanies play and has a shared context (contextualised language). Children talk about the immediate experience, so the context supplies much of the information required in the communication. Literate language (decontextualised language) is language of books and school; it is also the language of power. It is more formal, structured and abstract, because there is no shared context and so the language is the main source of information. Children’s literate language develops progressively (see Language Continuum) and as educators we need to scaffold their language experiences so that they can progress along the continuum. Literacy learning requires an ability to think about language (meta-linguistic awareness), for example prediction skills, word meanings and letter-sound links. Children develop and practise these skills in speaking and listening. When children begin school they may not have the abstract and complex language skills required to access early literacy instruction. Comprehension of written text, in which readers are required to build a mental model of the situation described in the text, depends on oral language ability, particularly vocabulary, conjunctions and sentence and story structure.

Oral language and social skills Social situations are very complex and require a high level of language skills to be successful, as participants need to integrate verbal and non-verbal messages, infer meaning and use appropriate language. When a message is communicated, only 7% is verbal, the rest consisting of vocal and visual information, which includes body language, facial expressions and tone. As children develop an awareness of others, they are able to understand the listener’s perspective and monitor the comprehension of the listener, so they can modify their communication. Children also begin to develop a sense of the appropriateness of their language to the communication partner and situation. For instance, the greeting a child gives a friend will be very different from the greeting he gives the school principal. Social competence also requires an understanding of colloquial and peer-group language, which is often abstract and complex in meaning. Conversation skills involve turn-taking, coherence and topic maintenance and these skills develop within play and social contexts. The ability to adapt communication to different situations and expectations is reliant on a good command of social language. Oral language is not only critical for the acquisition of literacy skills, but also for academic, social and emotional development. Children need many shared experiences, a diverse range of communication situations and communication partners to acquire good communication skills.



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References Brent, M., Gough, F., Robinson, S., (2001) One in Eleven ACER press. Love, E., Reilly, S. (1987) Time for Talking Addison Wesley Longman Australia Pty Ltd. Westby, C (1985) Learning To Talk - Talking To Learn: Oral literate language differences in Communication Skills and classroom success: Therapy methodologies for

language learning disabled students, College Hill, San Diego. Contact: Carol Edwards, Project Officer, Communication and Language Ph: 8235 2871 Email: [email protected]


LLEARNINGEARNING TOTO P PLAYLAY ANDAND P PLAYINGLAYING TOTO L LEARNEARN—— CCRITICALRITICAL L LINKSINKS F FOROR L LANGUAGEANGUAGE D DEVELOPMENTEVELOPMENT

Play increases children’s understanding of their world as it allows words and language to be linked with objects and events in their surroundings. Play teaches children how to communicate with others by: • creating the motivation to talk in an

interesting environment • providing something to talk about – a

shared activity and focus of attention • teaching the importance of eye contact

and taking turns – skills that are needed for effective communication

• providing opportunities for children to imitate actions with objects, body and face movements, sounds and words

• encouraging the ability to attend to and concentrate on an activity or person for a certain amount of time.

The Importance Of Pre-Language Skills Pre-language skills develop before actual talking, and are foundational for later effective communication. Awareness of these precursory skills allows for early identification of children at risk of not developing age appropriate language skills. It also highlights the importance of providing opportunities for children to practise these skills in their early play experiences.

Acredolo and Goodwin (2000), for example, recommend that from a baby’s earliest days,

parents and caregivers play simple imitation games during face-to-face interaction, making sure to pause long enough for the young child to take in the information and respond, thus laying the foundation for understanding that communication is a two-way process. Turn taking in play is the beginning of this two-way interaction process (that is, the wait – listen – respond cycle of adult conversation) and is evident from as early as waving bye bye and rolling a ball back and forth in the six to seven-month-old. Children from the age of six months watch, imitate and attempt physical and verbal contact with others. Play activities including tickling, bouncing and lifting with accompanying words and rhymes are typically enjoyed during this developmental phase. The development of object permanence (knowing something still exists even when it is out of sight) occurs when children move from the here and now immediate stage of remembering things, and begins from the age of six months (for example, looking for a dropped object, playing peek-a-boo). This critical skill provides important information about children’s developing cognitive abilities, and in turn lays the foundation for using words to represent and request items that are not present.

Sue Teusner Sue Teusner Sue Teusner --- Speech Pathologist, Kumangka Para District Speech Pathologist, Kumangka Para District Speech Pathologist, Kumangka Para District


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Understanding the link between events in early cause-effect relationships begins as anticipation/association (eg linking bib to food at six to seven months) and a specific action and response (for example, blowing raspberries triggers a laugh), and leads to children’s understanding of the world and how they can get things done. Developing concurrently with object permanence, notions of cause and effect lay the vital foundation for understanding that through talking, children are able to have their needs met.

Symbolic Play Symbolic play - the understanding that toys are a representation of the real thing - is evident when children show they can use toys to act out everyday life experiences (eg large doll play – brushing hair, feeding dolly at 12 to 18 months). The understanding that we also use words (both spoken and written) to represent real life is just a more complex and abstract level of symbolic representation.

Toddlers typically begin to engage in symbolic or pretend play. This important developmental leap allows the child to shift from the here and now immediate firsthand and happenings of life to the there and then use of symbols to represent past experiences and explore future possibilities. Gowen (1995) suggests the following techniques to foster and extend children’s play: • comment on what the child is doing • imitate the child’s action • reinforce the child’s symbolic play • make direct and indirect suggestions • model symbolic play behaviours. Language and Literacy Development Dramatic play fosters language development at the same time that language supports play. Socio-dramatic play stimulates language and literacy development as it incorporates communication, expression and reasoning. Play helps children:

• communicate meaning • practise conventional speech • develop narrative language • create a meaningful environment for the

functional use of literacy • act out stories that enhance story

sequence, story sense and language use • use situation-specific language

(appropriate vocabulary, register and tone)

• use oral and written language in realistic ways

• use language for critical thinking and problem-solving

• use language to organise and structure activities

• develop various forms of communication develop and expand vocabulary.

The links between play, language and stories are well established. Language is used to link and explain play actions. Language facilitates children’s imagination in play. Roles are present in both play and stories. Adults give a narrative thread to children’s early disconnected play actions. Stories are frequently the raw material for sociodramatic play. By four years of age, children’s play often involves a central problem that is worked out in a logical sequence of events. Play assists children in consolidating their knowledge about events. Children who are able to manage several strands of discourse in play have been found to be more proficient in understanding and telling stories. Social Development Peer play provides a rich context for social skill development. Through social interactions in play, children come to understand social norms and expectations as well as universal rules that underlie social interactions. In socio-dramatic play, children learn to:



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• develop friendships • take turns, cooperate and share • listen to others • share the perspectives of others • communicate appropriately, both verbally

and nonverbally • collaborate with peers • negotiate, renegotiate and resolve conflicts • adapt behaviour to group goals.

It is during opportunities for sociodramatic play that children develop and refine their pragmatic skills (ie the practical aspect of oral communication), including: • taking turns in a conversation with another • knowing an answer is required in response

to a question • noticing and responding to nonverbal body

cues, signals, gestures and signs • introducing a topic in a conversation for the

listener to understand • having the ability to stay on the subject of a

conversation (topic maintenance) • maintaining the right amount of eye contact

(not staring or turning away too frequently) • using different communicative styles that

suit different communicative partners (register).

Children may be using well formulated grammatically correct sentences, but it is these pragmatic aspects that indicate how effectively they are able to use language in a social context, and in turn, quickly signal disordered language development. Play is a most effective medium through which explicit teaching of such skills can occur.

References Machado, J. (2006) Early Childhood Experiences in Language Arts Early Literacy (Eighth Edition) Barbour, A., Desjean-Perrotta, B (2002) Prop Box Play 50 Themes to Inspire Dramatic Play - A Barbour and B Desjean-Perrotta 2002 Cole, C., McCandlish, S., Teusner, S., Speech Pathology Handouts, DECS

Contact: Sue Teusner, Speech Pathologist, Kumangka Para District Ph: 8256 8111 Email: [email protected]


SSERVICESERVICES ANDAND PROGRAMSPROGRAMS S SUPPORTINGUPPORTING S SITESITES ANDAND LLEARNERSEARNERS WITHWITH O ORALRAL L LANGUAGEANGUAGE I IMPAIRMENTMPAIRMENT

The Department of Education and Children’s Services (DECS) provides a range of services and programs to support children and students with severe oral language impairments. Speech Pathologists Speech Pathologists support DECS sites to meet the needs of learners with language and communication difficulties by assisting sites to: • Identify the communication needs of

learners • Understand the impact of particular

communication difficulties on learning • Develop strategies and methodologies to

meet individual and site needs • Develop knowledge in communication

areas by providing high quality training and development opportunities.

Contact: The Student Support and Disability Team in your district. Communication and Language Disorder Support Service (CLDSS) The CLDSS is a statewide service which supports learners with severe communication and/or language impairment.


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CLDSS project officers use a multi-disciplinary approach to plan and work with educators in the implementation, delivery and evaluation of intervention strategies and curriculum accommodations.

The team includes a project officer in Communication, Language and Technology with expertise in relevant software applications.

CLDSS provides regular statewide training and development. School sites and service providers may negotiate additional workshops.

Contact: Jill Bailes – Project Officer Ph: 8235 2871 Email: [email protected]

Carol Edwards - Project Officer Ph: 8235 2871 Email: [email protected]

Jim Sprialis - Project Officer Ph: 8235 2871 Email: [email protected]

Learning Links Program This program provides support for young children who attend preschools/child parent centres and who present with: • significant challenging behaviour • severe communication impairment • a combination of needs in both areas. Additionally, Learning Links in collaboration with Inclusion SA, supports children in childcare who present with significant language difficulties and significant challenging behaviour.

Contact: Heather Ward, Manager Learning Links, Ph: 8226 2514, Email: [email protected]

Preschool Speech and Language Programs These specialist programs provide support for (up to 7 children) with severe specific speech and/or language impairment. There are eight programs located in the following kindergartens in the metropolitan area:

• Brentwood Drive • Flagstaff Oval • Bertram Hawker • Westlakes Shore • Glandore • Valley View • Salisbury Lutheran • Smithfield Plains.

Referrals are considered by an intake panel who give priority for entry to children with the highest level of need according to criteria.

Contact: The Student Support and Disability Team in your district.

Junior Primary Communication and Language Classes Communication and Language classes are specialist settings, which offer speech pathology support to a small class group (up to 8 students).

The curriculum is structured to be inclusive of students with significant communication disabilities and incorporates specific speech and language goals in the class curriculum. A minimum 12 month placement is generally recommended. There are six programs located in the following primary schools in the metropolitan area:

Communication Classes • Morphett Vale East • Richmond • Stradbroke • Munno Para

Language Classes • Ingle Farm • Paringa Park. Students referred to a communication and language class have been verified as a student with a disability according to DECS criteria and are referred as part of the Negotiated Education Planning process by their local school principal, speech pathologist, guidance officer, and parent.

Contact: The Student Support and Disability Team in your district.

SSERVICESERVICES ANDAND PROGRAMSPROGRAMS S SUPPORTINGUPPORTING S SITESITES ANDAND LLEARNERSEARNERS WITHWITH O ORALRAL L LANGUAGEANGUAGE I IMPAIRMENTMPAIRMENT


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PPICTUREICTURE E EXCHANGEXCHANGE C COMMUNICATIONOMMUNICATION S SYSTEMYSTEM

Andrea DahlAndrea DahlAndrea Dahl---Johnston Johnston Johnston --- ASD Consultant/Speech Pathologist, Autism SA ASD Consultant/Speech Pathologist, Autism SA ASD Consultant/Speech Pathologist, Autism SA Helen Watson Helen Watson Helen Watson --- Speech Pathologist, Autism SA Speech Pathologist, Autism SA Speech Pathologist, Autism SA

The Picture Exchange Communication System (PECS) was devised by Andy Bondy and Lori Frost in the USA. PECS was initially developed as an educational approach using symbols, to develop communication for children with autism. However, this system is one that has been used with individuals of varying ages with severe communication difficulties.

PECS uses a behavioural approach to developing expressive communication. It focuses on the development of functional communication skills, in particular the initiation of requests and comments. This is done through the use of powerful reinforcers which motivate the individual to interact and communicate intentionally. It is vital that the reinforcers reflect the individuals interests and not what we as adults may perceive as the reinforcers for the child.

For example reinforcers may include toys, objects or foods that reflect their sensory interests such a koosh ball, rainmaker, spinning toy, vibrating toys or a trampoline.

Concerns may be expressed by parents, caregivers, and school staff in relation to the type of reinforcers used. However, in order to develop the individual’s knowledge that communication is powerful and effective they need to be able to ask for activities, objects or foods that they highly desire.

The need for the highly reinforcing items and the impact on developing functional communication skills should be discussed with all people involved with the individual, so that the use of the reinforcers and the amount of time with them can be developed for each individual.

PECS aims to develop meaningful communication. Hence, the initial focus is not on developing prerequisite skills such

as labelling or eye contact, it focuses immediately on the student requesting an item and receiving this. The power of communication is immediate for the student.

Reports indicate that PECS can be taught rapidly (Bondy and Frost, 1993), is portable and of relatively low cost, requires minimal complex motor movements from the individual and requires no prior knowledge from the person interacting with the individual. Use of PECS does not inhibit speech development (Pyramid Educational Consultants, 2003).

PECS teaches functional communication through six phases. Phase one focuses on teaching the exchange. Phase two focuses on exchanging over distance and with a variety of people. Phase three focuses on discrimination between preferred and non- preferred items and then preferred items. Phase four focuses on sentence construction (I want ….). Phase five teaches response to a question and phase six focuses on commenting. During the phases attributes are introduced. For example colours, size, number, shape.

When teaching PECS it is imperative that no verbal prompts are used. This means that the individual must display the desire for the object. Do not use phrases such as give it to….., what do you want ….., you say it …. If the individual does not display a desire for the reinforcer then change the reinforcer rather than using verbal prompts so that you are certain the reinforcer is highly preferred. Responsive: • Following directions • Following a visual schedule • Responding to wait • Responding to transitions


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Productive: • Requesting reinforcers • Expressing yes • Expressing no • Requesting help • Requesting break

These skills complement the specific teachings of each of the 6 phases.

Using real activities in real situations, PECS can be incorporated as part of the classroom curriculum across the day. Programming creates opportunities for communication through activities or transitioning to schedules to follow routines

and can be used both in the classroom and home setting. PECS should be incorporated into everyday life in either the school, home or any other environment the individual is involved in. Just as communication occurs naturally so should the use of PECS with everyday functional living skills.

If further information is required see www.pecsaustralia.com

Contact: Autism SA Phone: (08) 8379 6976 Email: [email protected]


PPICTUREICTURE E EXCHANGEXCHANGE C COMMUNICATIONOMMUNICATION S SYSTEMYSTEM

LLINKSINKS B BETWEENETWEEN B BEHAVIOURALEHAVIOURAL, , EMOTIONALEMOTIONAL ANDAND S SOCIALOCIAL DDIFFICULTIESIFFICULTIES ANDAND O ORALRAL L LANGUAGEANGUAGE I IMPARIMENTMPARIMENT

Cathy Clark Cathy Clark Cathy Clark --- Speech Pathologist, Learning Links Speech Pathologist, Learning Links Speech Pathologist, Learning Links

This article briefly outlines some of the links between behavioural, emotional and social difficulties and oral language impairment.

Within the population of individuals presenting with behavioural, emotional and social difficulties, the significant prevalence of coexisting communication impairment has now been consistently and clearly acknowledged in the current literature. Various research places this prevalence anywhere between 55 - 100% of those individuals presenting with behavioural, emotional and social difficulties, depending on how broadly the authors have defined communication. For those studies where communication has not only included skills such as vocabulary and comprehension but also the social aspects of communication such as listening, turn taking and understanding and using non-verbal communication, the prevalence is much higher (Heneker, 2005).

Social Aspects Of Communication When considering language, Finegan et al (1997) suggest a model in the form of a triangle that can be applied in order to better understand the complexity of

language, rather than understanding language as just comprehending and using words. Content refers to the ideas, meaning and words we use; Form refers to the rules we use to put these words together (often thought of as grammar); and Use refers to the use of language in a social context (or pragmatics).

Pragmatics is an area of language that is difficult to fully understand or clearly measure. It includes all verbal as well as the non-verbal skills of language which, when not being used appropriately by an individual, can negatively impact on their communication attempts. For example, not looking at the speaker, not waiting for an appropriate break in the conversation to make a comment or change a topic, standing too close to the other person or even choosing to use words or phrases

content form

use

Language


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that may be inappropriate within their context (for example loudly and passionately yelling negative comments while supporting your losing football team versus doing the same to the policeman who’s pulled you over for speeding!). Put simply, pragmatics is about knowing how and when to do/say or not do/say something.

Within the population of individuals with behavioural, emotional and social difficulties, not only has there been a recognised prevalence of receptive and expressive oral language impairments (that is, a measurable deficit in their vocabulary, understanding and use of appropriate grammar rules and sentence structures, and their ability to listen and follow instructions); pragmatic skills have been identified as a significant area of difficulty as well (Heneker, 2005). That is, referring to the model described above, children with behavioural, emotional and social difficulties often have difficulties with all sides of the triangle, the form, content and use of language.

Implications for Preschool and School Support for Children with Oral Language Impairment and/or Behavioural, Emotional and Social Difficulties Research suggests that children with speech and language disorders are at particular risk of developing difficulties with social/emotional well-being and behavioural skills. Also, children presenting with behavioural, emotional and social difficulties may also have an oral language impairment that may or may not be identified. While the reasons for this are still being researched, a number of hypotheses or suggestions have been put forward. One of the most commonly held positions is that due to an inability to effectively understand their environment or express themselves, the individual’s

emotional and behavioural development is compromised and can lead to social failure. This failure is tied to the idea that the majority of our social interaction relies on well-developed language skills (both verbal and non-verbal as discussed earlier). A second hypothesis is that language development may be influenced by the negative communication between adults and children that may be established in the presence of any behavioural difficulties.

When children present with behavioural difficulties, especially in social situations, this can be a significant source of stress or embarrassment, especially for parents, and can negatively affect the way adults communicate and interact with the child. Finally, a third suggestion is that the effect of Neuro-developmental immaturity or slight structural and functional brain abnormalities (Willinger et al 2003) provides a causal link between the presence of limited language development and behavioural difficulties. It is suggested that this Neuro-developmental immaturity affects the development of oral language skills and subsequently impacts on the development of appropriate social/emotional well-being and behaviour skills.

As support staff and educators working with children in our preschools and school settings, it is critical that we are aware of and provide targeted supports for any child or student presenting with either behavioural, emotional and social difficulties and/or oral language impairments, including difficulties with pragmatic skills. The long-term prognosis for students who present with ongoing behavioural, emotional and social difficulties or oral language impairment on their wellbeing and literacy skills, is not positive. Therefore early intervention for both of these areas of difficulty is important.




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If you have concerns regarding these areas of development please seek advice from the support services staff and work collaboratively with them and the student’s parents to best meet the needs of the student.

References: Finegan, E., Blair, D. and Collins, P. (1997) Language: It’s structure and use. 2nd Ed. Harcourt Brace. Australia

Heneker, S. (2005) Speech and language therapy support for pupils with behavioural, emotional and social difficulties (BESD) – a

pilot project. British Journal of Special Education, 32 (2) 86-91

Willinger, U., Bruner, E., Diendorfer-Radner, G., Sams, J., Sirsch, U. and Eisenwort, B. (2003) Behaviour in children with language development disorders Canadian Journal of Psychiatry, 48 (9) 607-614

Contact: Cathy Clark - Speech Pathologist, Learning Links Program Ph: 8416 5956 Email: [email protected]



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Sue Lawless, Speech Pathologist, Wallara DistrictSue Lawless, Speech Pathologist, Wallara DistrictSue Lawless, Speech Pathologist, Wallara District Brooke White, Speech Pathologist, Wallara DistrictBrooke White, Speech Pathologist, Wallara DistrictBrooke White, Speech Pathologist, Wallara District

The importance of oral language (or speaking and listening) skills as the foundation for literacy development is becoming more widely recognised and has been well supported by research over the past 20 years. Research has shown strong correlations between a child’s competency in various oral language skills (vocabulary, oral narrative, phonological awareness) at the age of four and their later success in developing reading and writing skills. Resources such as First Steps and other curriculum frameworks over the years have been explicit in linking oral language to many areas of the preschool and junior primary curriculum. Dr Carol Westby, a well known researcher and university educator in the USA (2005) says Language is literacy. Strong oral language skills enable a child to apply their knowledge of the world to the text and make inferences about the characters, settings and the author’s intent. These skills allow children to gain meaning from the words they read and understand the sentence structures used in texts. Without mastery of some of the more oral complex language skills

children will not be able to understand written texts (particularly as they move into the middle primary year levels). Language feeds a child’s imagination and develops the thinking skills necessary for success in many curriculum areas. For children to move successfully from oral language to the written word they need to master an oral-literate style of talking, that is, talk that is similar to the language found in books and used in classrooms. This is different to the kind of everyday talk children use (a more oral style) which is quite dependant on context, simple in structure and is often about the here and now. Oral-literate language is more complex, detailed and specific. It requires children to talk about past and future events, not just about their immediate environment, and use more formal grammar. The language used must be able to provide all the information needed, rather than relying on the listener having shared the experience or having shared knowledge of the topic.


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For example, I found it there (oral style of talking) compared with I found the wheel of my truck under dad’s chair in the lounge room (a more oral-literate style of talking). The progression of oral language development from an oral style through to a more literate style can be conceptualised along a continuum. This is known as the Oral to Literate Continuum.

Teachers can plan activities in the classroom to encourage the development of more literate oral language, that is, they can plan activities along the oral to literate continuum. Newstelling (or Show and Tell / Morning Talks) is a good example of an activity for developing key oral language skills along this continuum. Newstelling could be considered to have three main stages along the oral to literate continuum:

Object based news

Activity based sharing

Event based news This developmental approach to newstelling is important for, and inclusive of, all children, including those with communication difficulties, as children undertake news at the developmental level that is appropriate to them. Object Based News Object based news is the stage at the oral end of the continuum. The language used is simple, concrete and about the here and now. The child describes an object (or picture) which is (initially at least) in front of them. This provides a shared context. Initially lots of visual cues and scaffolding are provided by the teacher so that each child’s vocabulary and word knowledge is practised and extended. Gradually as they become more independent in their newstelling at this level, the amount of

scaffolding (visual and verbal prompts) is reduced. Object based news has far greater possibilities for language development than a child just bringing a toy from home to show and tell. For example, the object chosen can be related to a current class or centre theme thereby strengthening the child’s ability to engage in the discourse; the object or picture can be hidden in a box or a bag (reducing the amount of shared context) so the speaker has to describe the object accurately and the listeners are actively engaged in guessing what the object is. Children can also practise describing people, animals or places. Extending vocabulary skills through object based news is an important foundation for developing other language and thinking skills. It develops functional skills such as: being able to describe what someone looks like (for example, the child who fell over in the yard); use specific vocabulary to describe items of interest (for example, a fairy costume, their dog) or talk about a particular topic; describe differences (between objects / people / animals / patterns); tell what’s wrong (for example, if something’s broken or not working) or ask for what they need to make something (for example, in art or technology). Object based news tasks need to be designed to support and extend each child’s abilities. For example, for a child with an oral language delay, the teacher might expect the child to just describe the size and the colour of the object with verbal prompting and lots of visual cues. However, for a child who is a competent oral language user, the expectation might be for them to independently describe many more aspects of the object or animal using accurate vocabulary and perhaps a visual chart as a prompt. This also applies to activity based sharing and event based news.

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Activity Based Sharing Activity based sharing is a stage of newstelling further along the continuum. This requires more complex oral language skills in which children begin to plan and sequence their ideas. They can also begin to express opinions and engage in simple problem solving. In activity based sharing, children talk about something they have made or an activity they have completed. They not only have to describe what they have made but they have to talk about the steps they went through in making it. This recounting requires them to talk in the past tense. Activity based sharing can be incorporated into many curriculum areas for example, maths, technology, science experiments, excursions, art/craft and so on. An example in maths would be setting up a number of maths activities and after the activities are completed, having circle sharing (small or large groups) where children talk about what they have done. Again visual cues (for example, the product of the activity, charts, photos of the steps involved the activity), verbal prompts and modelling are all really important and must be tailored to the individual children’s needs to ensure they are successful at their level. Event based news Events based news is at the more literate end of the continuum. In this type of news, children talk about something they did or something that happened. It is a more complex/abstract stage as the context is not shared (that is, children are often recounting something they did away from the centre or classroom) and much more detailed and complex language is required (for example, use of conjunctions such as ‘because’, ‘but’ and ‘so’). The child needs to plan and structure their news to a greater extent than for activity based sharing. It requires the child to understand

more complex questions (for example, How did you feel when you dropped your icecream?) This can be much more exciting and varied than just telling about what they did on the weekend. For example, children can recount an imaginative play scenario they have just engaged in, re-enact a favourite story, report on current affairs (sport, disasters and so on). It can also lead nicely into creative writing. Due to the more complex language requirements of activity based sharing and event based news, teachers should be assisting children to plan and rehearse their news. Teachers should also be providing a good model by presenting news themselves at each of the stages. Planning for different types of news to be occurring within the same format (for example, whole class, small group or partner) enables flexibility in programming to suit individual children’s ability levels. Oral language development needs to be explicitly programmed for as a major area of the preschool and junior primary curriculum. News Talk is an interactive CD that has been devised to help teachers program specifically for the development of oral-literate language through programming for newstelling.

Innovative features on the CD include: • Video clips of children demonstrating

news at each stage of the continuum • Creative ideas, including those from

local teachers, for each news stage • A package of useful handouts • Visual strategies ready to print up • A link to SACSA framework • Checklists that can be used by

teachers to assess how children are progressing

And much more!!

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News Talk has been designed as a self study package for teachers to use individually or in small groups in their sites. Training and development in News Talk can also be provided by DECS speech pathologists (News Talk includes a separate T&D package for speech pathologists to present to sites).

News Talk was launched in November 2003 and has been well received and used by a range of preschools and junior primary sites. Copies have been sold throughout the state, nationally and internationally. It was highly recommended to teachers and speech pathologists alike as well as by Dr Carol Westby during her recent visit to Adelaide in 2005.

In 2005 News Talk was recognised as a tool that contributes to improved learning outcomes and well being for children across the state, when it was awarded a Certificate of Excellence in Building Workforce Capability at the DECS Corporate Achievement Awards.

News Talk for Preschool and Junior Primary Teachers is available for purchase ($22 for DECS staff). Order forms are available through Carolyn Cole.

Contact: Carolyn Cole Phone: 8226 9907 Fax: 8226 5690 e-mail: [email protected]

NNEWSEWS T TALKALK

El izabeth Love and Sue Re i l ly , Speech Language Patho log is tsE l izabeth Love and Sue Re i l ly , Speech Language Patho log is tsE l izabeth Love and Sue Re i l ly , Speech Language Patho log is ts

The following article has been reproduced from Love and Reilly Newsletter, No15 April 2006 with kind permission from Elizabeth Love and Sue Reilly, Speech Language Pathologists; Love and Re i l l y Speech Products .

SSPELLINGPELLING M MADEADE E EASYASY

How do you spell that?

For many of us this is a familiar request. It can be heard day and night in households and classrooms around the country, as young children attempt to write words that they do not as yet know how to spell. These children need our patience and support. Sometimes it is appropriate to spell the word for them and other times we can take the opportunity to give hints or clues about how to spell the target word. Our ultimate aim however is to equip young writers with spelling strategies, thus empowering them to unlock the spelling of words for themselves.

But English can be such a frustrating language. A language of thousands of words, English has over the years adapted words from old English times and as well has adopted, as its own, many words from other languages including French, Greek and Latin. However 80% of English spelling is regular. This regularity occurs in three main

domains.

The first is the direct relationship between single letters and the sounds they represent (the alphabetic principle) – consonants and short vowels, digraphs such as sh, th and ch. This knowledge helps us to spell phonically regular words such as cat, strip, handstand, chips.

The second is in the spelling patterns or rimes ( -est, -ight, -ill, -ame etc) third is in the morphology - the additions and endings which alter the meanings of words (-ed, able, ment, ly, dis). This knowledge helps us to read and spell words such as appear, appeared, appearing, disappear, disappearance.

Let’s focus on what is regular in English When teaching and guiding young students we must address all three areas of English language regularity. This can be done even from an early age.


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Young children need to know the links between the sounds of English and the letters. They can have fun as they are taught to listen and think about the sounds they hear in words (phonological awareness). Parents and teachers can reinforce and consolidate this early awareness of sounds to teach the link by using a multi-sensory teaching approach such as is used in the Singing Alphabet and the Oxford Essential Reading series.

Young children notice words in their environment. Again this is an opportunity to show them the regularities in the second area. For example school crossing – the ing and ool rimes are very frequent and consistent rime patterns in English and therefore can be used to improve spelling accuracy and confidence. Brainstorm other words with the same sound pattern and create new word plays or fun sentences – ool - Don’t be a fool, be cool in school. Listen for examples of the sound pattern. Look at the letter patterns in these words. Think of other words that may be spelled the same way.

Alternatively have fun with an auditory rhyme brainstorm, for example, based on the word bear to generate a word list. Then look at the letter patterns and see the number of examples in each rime group. For example – hare, stair, air, care, bear, wear, dare, pair, stare, mare, bare, lair, tear and hair. This will show the three main rime families for this auditory rhyme – hare, bare, stare, care, dare, mare; air, lair, hair, stair, pair; bear, wear, tear.

For more information look at our newsletter article No:9 Let’s talk about rhyme, rime and analogy. In this we addressed the issue of rime - those members of the same word family that both sound and look the same e.g. lame, came, same, blame, fame, tame.

3. An easy way to demonstrate the power of word additions to build new words is to

demonstrate word building from a single word such as the word love – loves, loved , loving, lovable, unlovable. Write these words and encourage the students to think about how the spelling changed and why. Many simple games can also be created for student pairs as they score points for creating new words from base words or throw a dice and think of three words that come from the base word - happy. Word Building is also one of the task cards used in the Love and Reilly game Word Journey.

Another enjoyable activity is the creation of words, both real and nonsense, from cards which feature prefixes (re, un, mis, bi, im, in, sub, pre) core words (plan, port, cope, force, shape, stand and suffixes and other endings (ment, able, ful, ance, ness, ive, ly). Children enjoy physically manipulating the cards to create longer words such as unstoppable, irreplaceable, reportable. They will also enjoy making nonsense words such as unshapeable, recopement, reportness.

Let’s be fair Two important ingredients in any successful spelling program will be student interest and student involvement in thinking about words. We need to create a solid foundation for students and not allow them to be overwhelmed by irregularities in spelling. Once they have mastered something in the first two areas, for example the rime –ain, this can be used to support awareness of the morphological area. In this way our teaching helps young children to learn words that will help them unlock other words. For example: rain – rains, rainy, rained, raining, raincoat. Children will learn if we create a sense of fun and enjoyment as well as give them the time and support to achieve a sense of mastery. So lets reinforce a positive approach – ‘What I do know rather than what I don’t know.’


This article has been reproduced from Love and Reilly Newsletter, No15 April 2006 with kind permission from Elizabeth Love and Sue Reilly, Speech Language Pathologists; L o v e a n d R e i l l y S p e e c h P r o d u c t s .


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Will wall charts help? Spelling charts adorn the walls of most classrooms. These may feature spelling rules, vowel patterns such as ea, ar or sometimes list interesting or themed words. Perhaps we need to ask, who are these charts for and who is looking at them? Unfortunately many students tend to see these charts only as part of the painted backdrop of the classroom and not as something that they “own” or use.

Whilst spelling wall charts can be particularly useful there are also a number of problems and pitfalls with their use.

Often the ‘rule’ is not clearly stated. In fact a particular rule may not be very useful in practical terms because it has too many exceptions. That is, a rule that is only true 30% of the time may be too confusing for many young learners. Let’s teach the 95% – 100% rules before the ‘rules’ with all the exceptions! See Adams (1990) pages 256-272.

The spelling list may focus solely on visual letter patterns e.g. all words containing ea – (head, fleas, ear, lead) whether or not the words show the consistent link between sound and letter patterns as in the following rime - lead, bead, read.

Students do not know how to use the lists. They are unable to put into their own words why the words go together and therefore are not likely to be able to use the chart to help when writing.

The chart does not build knowledge of English regularity at one of the levels stated previously.

Students should be actively involved in the gradual creation of wall charts as the class builds their knowledge eg ee in the eep, een and eet rime patterns. They should be encouraged to see and hear the letter and sound patterns, discover new patterns and be rewarded for thinking of further examples.

Can spelling be half right or half wrong?

Once past the initial stages of spelling development, very few spelling attempts are completely wrong. Learning to spell correctly is a long term process and we must be prepared to reinforce effort and all early attempts. Spelling ability is very sensitive to the student’s sound awareness skills – how well they can detect, store, and retrieve the sounds within words. Spelling attempts, even if incorrect, give the teacher a clearer insight into the levels of phonological awareness and orthographic knowledge currently being employed. Errors and successes give us an indication of what areas of knowledge may need to be targeted and practiced. We need to help the student identify which parts are correct and which need more thinking. We may ask the child why they spelled the word a particular way. Their attempt may be wrong but still reflect a thinking approach to spelling new words (Do you have a new pare of glasses?) We may offer suggestions such as “Do you have a vowel in every syllable?” At all times we must try to give positive reinforcement, for example: “Well done, that was a long word and you have the right number of syllables.”

Are flash cards out of fashion? Students do need to develop and store a visual image or template of words. This is essential for the instant recognition of the words in fluent reading and also helps with self checking of spelling attempts. Flash cards are useful for building confidence with rapid and automatic word recognition particularly for irregular words such as said, was. However, some children develop an over reliance on the visual pattern of words and do not link the visual template of the word with the auditory pattern and the word meaning. They try to learn the word visually off by heart often with initial success. However when teachers present the spelling test words out of order or expect students to retain the words over time or use them correctly in another context, this approach leaves children with very little support to recall the spelling.


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Make sure the pronunciation of spelling words is clear and children have the opportunity to hear and say the words a number of times prior to and during writing. Some tricky words can be made easier by helping children personalize their knowledge. They may need a familiar example or trigger – mum’s name Clare.

Some general principles Teach the regular and consistent patterns first as many students can be easily overwhelmed by the irregularities and one off spelling examples. The teacher should demonstrate a problem solving approach to spelling and show how to make sense of spelling. This involves developing the students’ meta-linguistic abilities. Encourage the students to think and talk aloud about spelling - the sound and letter patterns, rules, word families and meanings. Encourage “word detectives’’ in the classroom. Is this word “fair”? (That is, does it have one of the three forms of English regularity? If not, why not, and how will we remember the tricky parts?)

Encourage students to verbalize their knowledge. One fun activity is to get students involved in word sorts - sorting different flashcards according to certain criteria and explaining why.

For example “I put all these cards together because all start with the same first sound; or they belong to the ain rime family; or they all have ed (past tense ending); or they are built from the same root word – create, creation, creates, creating, creative.”

We cannot expect to systematically teach every word that a student will need in their school life; however a student with this kind of knowledge about words is able to be a strategic and independent learner of new words.

Manipulation of letters or parts of words is also a very powerful tool to show students about letter sequences and word structure.

You can use foam or magnetic letters (Smart Kids) or if these are not available use cards with parts of the word written on them. Make it fun and set challenging but realistic goals. Here is an example. ”How many words can you make from the letters m,b,s,a,t,i,e,p?” Through manipulation students will learn that the letters s-t-o-p can be rearranged to also spell pots, post and spot but not opst.

Use first hand understanding of words from everyday language to facilitate the written spelling form. For example talk about the weather -sunny, windy, chilly, cloudy – identifying the “EE” sound and show how this is represented by the letter “Y”. Another example might be in a science class to relate new terminology to words that are already familiar. For example, telephone and television can be used to introduce telescope.

Have fun with words! If you enjoy spelling it is likely your students will also. Spelling may take time to master but there can be a lot of fun and creativity along the way.

References and resources: Word Journey, Singing Alphabet, A Box of Rimes – Short Vowels/Long Vowels – Love and Reilly Speech and Language Products. 64 Rowell Ave Camberwell. Victoria. Ph: 03 98897498

Oxford Essential Reading. Oxford University Press. Melbourne. Ph: 1300650616

Magnetic and Foam letters and other resources - Smart Kids P.O. Box 829 Artarmon NSW. Ph: 02 94154080

Beginning To Read – Thinking and Learning about Print. Adams, M. J. 1990 MIT Press

Contact : Love and Re i l l y Speech Produc ts Ph 03 9889 7498 or 03 5255 2033 Emai l : In fo r@loveandre i l l y .com.au Website: www.loveandreilly.com.au




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CCLICKERLICKER 5 A 5 ASS A C A COMMUNICATIONOMMUNICATION A AIDID

This article outlines the beginning of a new journey for a student in a special school setting, his family and the supportive staff of his school. A communication system is being established for him and the school’s staff has decided to trial the use of Clicker 5 to construct a hard copy of his communication system. Clicker 5 is a powerful writing and multimedia tool that has rapidly been adopted in classrooms around the world.

The multi-modal construction and feedback features make Clicker 5 a flexible literacy tool that is inclusive of learners with differing abilities, cultural and linguistic backgrounds, and approaches to learning.

The various assistive features (both visual and aural) built into the program provide educators with the tools to support students in a range of contexts to achieve greater learning outcomes. For example Clicker 5 has a graphically supported word processor. Clicker 5 can be structured to emulate the dynamic display navigation systems of purpose built Augmentative and Alternative Communication devices (AAC). Its’ text to speech can be used to provide students with immediate feedback on their communication attempts. Clicker 5 also accepts a wide range of image formats including digital photos and the symbol sets created by Mayer Johnson (Boardmaker) and Widgit (Writing with Symbols).

Jeremy is a 6-year-old boy who is non-verbal and needs some way to communicate with others. Jeremy enjoys the company of others but does become frustrated and will bite, pull hair and cry when his communication attempts are not understood. He has some key word signing understandings but struggles to produce the signs himself due to fine motor issues. He has shown the ability to relate Boardmaker symbols and photographs to objects/people/actions that are relevant to him. In consultation with Novita, Michelle Grocke, his class teacher at Port Lincoln Special school has chosen to expose Jeremy to a

multi level language book to support him with his communication. Data collected revealed what made Jeremy angry and upset and what things/activities he really enjoyed. This information was used to create his book. While Jeremy is still learning how to use this resource, his teaching and support staff have already found that using the symbols within the book has alleviated stress. For example, he walked to the kitchen and his teacher sat him at the table and pointed to the ‘hungry’ symbol. Turning to the food/drink page, he pointed to ‘biscuits’. The long-term goal is that he would go through the steps: 1. Something’s wrong 2. I’m hungry 3. I want a biscuit.

Rather than others guessing what he wants, he is becoming empowered to do this himself. Michelle was originally going to make this communication book using Boardmaker but when shown how to use Clinker 5, she realized this would be a better option. Jeremy, his teacher and support staff now use the hard copy and electronic copy of the book to support the learning of communication. They are hoping that this multi-sensory approach will accelerate his learning in this area.

As this communication book is an ongoing working document, Clicker 5 allows easy editing. For example, Jeremy’s likes/dislikes are constantly changing and his communication book will need to be reviewed and changes made. His teacher is constantly in touch with his family and while Jeremy is still learning how to use this resource it already seems that this is a worthwhile method to explore. The hard copy printed from Clicker 5 produces a portable and high quality communication book which is identical in structure to the onscreen version. During this second term, staff at the school are monitoring this multi-sensory approach and assessing the impact that the computer version has on the development of this student’s communication skills.

Jim Sprialis Jim Sprialis Jim Sprialis --- Project Officer, SERU Project Officer, SERU Project Officer, SERU Michelle Grocke Michelle Grocke Michelle Grocke ––– Class Teacher, Port Lincoln Special School Class Teacher, Port Lincoln Special School Class Teacher, Port Lincoln Special School


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CCLICKERLICKER 5 A 5 ASS A C A COMMUNICATIONOMMUNICATION A AIDID

PagesPagesPages from Jeremy’s communication book. from Jeremy’s communication book. from Jeremy’s communication book.

UUSINGSING V VISUALISUAL S STRATEGIESTRATEGIES TOTO S SUPPORTUPPORT C COMMUNICATIONOMMUNICATION

Children with an oral language impairment can struggle in the communication process. Using visual supports to promote effective communication can significantly improve their successful participation in the school curriculum.

Visual supports can be used to scaffold children’s communication, leading to improved comprehension, which in turn encourages greater active participation and involvement and more expressive communication.

In any classroom environment, visual supports play an important role. Visual supports include body language (for example, eye contact, facial expressions); natural environmental cues (for example, printed directions, signs, furniture arrangement); traditional organizational tools (for example, calendars, maps, lists) and specifically designed tools to meet particular needs.

In the average classroom, the majority of communication between teachers and children is verbal. However, many children with an oral

language impairment rely on piecing together environmental visual information to make sense of the message. Research (Hogdon 1999) indicates that a normal communication message can be broken into: 55% visual

Gestures Facial expression Body movement Objects in the environment

37% vocal Intonation Rate Volume

7% verbal Actual words that are spoken.

Creating purposeful visual tools benefits all children and give those with oral language impairment greater opportunities to communicate successfully. Visual messages are also easier to understand than auditory messages because they last at least the length of time it takes to process the information.

Jill BailesJill BailesJill Bailes———Project Officer, Communication and Language, SERUProject Officer, Communication and Language, SERUProject Officer, Communication and Language, SERU

Since the introduction of this communication aide, the staff at Port Lincoln Special School has started the same process for a student who has autism. He particularly loves using the computer, so teachers are really keen to see what impact this multi-sensory

approach will have on his communication development.

Contact: Jim Sprialis—Project Officer, Communication, Learning and Technology Ph: 8235 2871 Email: [email protected]


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The Purpose of Visual Supports Visual supports can be used as tools to: • Provide information Timetables, routine charts, calendars,

notice boards, choice boards for activity, reminders of individual goals, transition and travel helpers

• Give effective directions Classroom management tools (classroom

rules, classroom responsibilities) Task Organisers (procedural text, notes,

pictures of items needed, step by step prompts)

• Organise the environment Labels, signs, lists, charts • Communication between environments Visual bridges help children

communication more about themselves.

Types of Visual Supports Visual supports can include: • Real objects such as small toys • Photographs and drawings • Words • Words with pictures • Clipart • Images from specific visual

communication software Compic, Boardmaker

• Images from catalogues and magazines.

Considerations When Making a Visual Support When planning a visual support, think about the specific problem or situation that needs to be addressed and how the tool will be used. All visual tools should be age appropriate. Photos may be more appropriate for younger children while picture/diagrams which can be more abstract can be suitable for older children. Make visual tools simple, clear and functional, ensuring the information is presented in a sequential manner. Systematically teach the child how to use the tool. Encourage the child to use of self talk while using the visual tool. Consider making the visual tool portable so it can be used in different settings by everyone involved with the child.

Benefits of Using Visual Supports In summary, visual tools: • Improve attending and auditory

comprehension skills • Makes language visible (which improves

both receptive and expressive language skills)

• Increases motivation and active participation (childrens have more control over the learning process)

• Provides the structure necessary to better handle difficult situations

• Decreases frustration levels and behaviour problems (they provide a means of self talk and self regulation of behaviour)

• Improves peer relationships (they provide the means for developing social skills, turn taking and initiation)

• Improves the child’s self –concept (research shows improved self-concept improves the ability to learn).

References Buzan T, (2003). Mind Maps for Kids. Thorsons. Gray, C (Illustrated Edition). The New Social Story Book. Arlinton, TX: Future Horizons, Inc. Hodgdon, L (1995). Visual Strategies For Improving Communication: Practical Supports for School and Home. Troy, MI: QuirkRoberts Publishing. Hodgdon, L (1999). Solving Behavior Problems in Autism: Improving Communication with Visual Strategies. Troy, MI: QuirkRoberts Publishing. Longman Australia Moline Steve, (1995). I see what you mean. Children at work with visual information. Longman Australia Pty Limited.

Contact: Jill Bailes—Project Officer, Communication and Language Disorder Support Service Ph: 8235 2871 Email: [email protected]

UUSINGSING V VISUALISUAL S STRATEGIESTRATEGIES TOTO S SUPPORTUPPORT C COMMUNICATIONOMMUNICATION


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Talking to Learn PETA, 1996. 17-0147-01. This book contains contributions related to the teaching of spoken language. The book considers the nature of talk and its place across the curriculum, planning for talk and assessing it, cooperative learning, the uses and abuses of news time, oral narrative, debating and voice training.

RRESOURCESESOURCES: O: ORALRAL L LANGUAGEANGUAGE I IMPAIRMENTMPAIRMENT

Books Are For Talking Too!. 17-0141-01. This book, suitable for students from preschool to high school, is a source book for using children’s literature in speech and language remediation.

Oral language Activities for Special Children, MANNIX, D, 1987. 61-0617-01. This book provides over 100 blackline masters of activities designed to help students with language development delays/disorders to learning practical language skills needed to effectively communicate with others.

Building A Language-Focused Curriculum for the Preschool, BUNCE, B, 1995. 17-0170-01. This book is a planning guide designed to help early childhood educators and speech-language pathologists design a daily schedule of activities that provide young children with a framework of meaningful communication.

Oracy for Preschool Program—A language Program for the Young Child, WALLIS, Adele, 2000. 61-0750-01. This language program is for preschool children with language learning difficulties. A final goal of the program is to encourage confidence in using language to interact with others and exposes learners to the type of literate language they will be expected to deal with in the classroom.

Thinking Voices: Developing Oral Communication Skills, ABBOTT, C; GODINHO, S, 2001. 61-0620-01. This book is a practical teacher resource book for the middle years of schooling, focusing on speaking and listening outcomes for English.

First Steps: Oral Language, Education Dept of WA, 1994. 54-0018-01. The Developmental Continuum Book of this package makes explicit some indicators, or descriptors of behaviour that help identify how children are constructing and communicating meaning through language. The Resource Book provides ideas on how to promote oral language for various purposes.

Let’s Talk: Activities for Oral Language, ROWE, G, 1993. 17-0144-01. This cross-curricula book provides programming ideas and practical classroom activities for spoken language skills.

Time for Talking, LOVE, E; REILLY, S, 1997. 61-0616-01. Time for Talking is a resource and ideas book designed for teachers of students in the early years of school seeking to promote oral language skills.

Diddly Dots Too! PAYNE, H; AHANG, S, 1993. 66-1006-01. This publication is a collection of games and activities which support the development of learner’s communication and social skills.

Mind Maps—An Introduction, The Shortcut to Success at School, BUZAN, Tony, 2003. 66-1098-01. This practical workbook, containing jokes, cartoons and brainteasers, how learners aged 7-14 use Mind Maps, a system of note-taking and planning. See also: 66-1099-01 Mind Maps—Max Your Memory and Concentration; 66-1100-01 Mind Maps—Rev Up for Revision.

PLEASE NOTE: This resource is not available for loan but can be viewed at SERU. Software Newstalk: Developing Speaking, Listening and Literacy Skills in Preschool and School Aged Children. 61-0616-01. This CDROM describes how a developmental perspective of newstelling can build upon each child’s current oral language skills and increase success and attainment in speaking, listening and literacy, language skills.



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RRESOURCESESOURCES: O: ORALRAL L LANGUAGEANGUAGE I IMPAIRMENTMPAIRMENT

Mr Potato Head Barrier Game. 61-0642-01. The Potato Head has 12 parts and a Barrier Game Activity Sheet is included with instructions for speech and language development. This barrier game aids speech and language development by providing practice in developing: following 2-3 part instructions, turn-taking, asking clarifying questions and formulating directions using descriptive language.

Barrier Game: Over the Shoulder, 1998. 61-0493-01. Over the Shoulder is a form of barrier game played without a barrier. The speaker directs the listener to do an activity using felt pieces to construct or complete a scene. See also Barrier Games: 61-0507-01—Location 61-0492-01—Matching Pairs 61-0490-01—Simple Sequence 61-0489-01—Mr Face.

Wordwise, 2001. 61-0647-01. The aims of the game are to improve verbal fluency, promote semantic (meaning) links between words and to encourage accurate selection and specific use of vocabulary.

Away with Words, 1995. 61-0643-01. The games in this pack are designed to promote oral expression including language and thinking skills such as explanation of similarities and differences, imagination, association and interpretation of cause and effect.

Chatterbox, 2003. 61-0652-01. Chatterbox consists of 72 cards, with topics or questions encouraging higher order cognitive uses of language, designed to promote conversation and discussion.

Language Bites, 2001. 61-0646-01. This pack contains 80 activity cards designed to promote speaking and listening in four key areas of oral language: Active Listening; Quality Questions and Answers; Word Wonder; Powerful Thinking.

Language Spinners, 2004. 61-0760-01. This language board game, for primary school and early secondary students with language impairment, is designed to provide stimulus for discussion of stories, factual topics, vocabulary and personal information.

Paddy’s Language, 2001 . 61-0644-01. Paddy’s Language Pack for the early years, consists of 20 colour photos designed to stimulate oral and written language.

Word Journey, 2003. 61-0758-01. The Word Journey games, suitable for primary and early secondary students with language impairment, provide a focus for expanding oral vocabulary.

Story Stuff, REES, H; CLARK, R. 61-0644-01. This resource contains photocopiable activity sheets designed to be self-explanatory with additional ideas for different ways to use the sheets. Includes: Story Plans; Pictures; Conjunctions; Feelings.

Oral Language (Upper), BEALS, G, 1993. 61-0380-01. This book offers activities in oral language to promote oral language skills, placing emphasis on the ability of students to listen with understanding and respond orally in a confident manner. See also: 61-0378-01 Oral Language (Lower); 61-0379-01 Oral Language (Middle).

Sequencing Stuff, REES, H; CLARK, R. 61-0685-01. The photocopiable activities included in this resource, written by speech pathologists, are for people working with learners on oral and written language skills.

Targetting Text: Lower Primary/Narrative, Poetry, Description, VARIOUS, 1998. 63-2742-03. The Targeting Text series contains structured teaching units for the nine most commonly studied text types.



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NNEWEW R RESOURCESESOURCES


Developing Baseline Communication Skills, DELAMAIN, C; SPRING, J, 2000. 61-0749-01. This program of zoo games and activities, suitable for preschool and reception students, aims to foster personal and social development and promotes language and early literacy skills.

Dyslexia in Secondary School: A Practical Handbook for Teachers, Parents, COGAN, J; FLECKER, M, 2004. 61-0749-01. This book provides information on why dyslexic students frequently underachieve and demonstrates that adjustments in teaching and learning methods can make a difference, provided the underlying problems are identified.

Magnetic Fishing Set. 83-1542-01. This magnetic fishing set, suitable for children aged 3 and up, assists in eye/hand coordination.

Quiz Kid—The Electronic Wizard. 85-0603-01. This battery operated, hand-held electronic machine is accompanied by one set of 36 double-sided cards with over 215 questions covering a range of topics and one set of 36 double-sided Fun With Math Cards.

Closing the Inclusion Gap: Special and Mainstream Schools Working in Partnership, CHEMINAIS, R, 2003. 34-0226-01. The author of this book states that the future role of special schools, as part of the progression towards inclusion, is to act as ‘launch pads’ for closer collaboration with mainstream school.

Inclusion in the Early Years: Stories of Good Practice, JONES, P, 2005. 34-0225-01. This book, based on the author’s research into the question ‘Is it possible to meet all the needs of a widely diverse group of children in one class?’, contains teachers’ accounts of their best lessons and details some conclusions about inclusive pedagogy over a variety of learning contexts.

Music Blocks Mozart. 81-1379-01. This sturdy, battery operated, radio-like box; with five colourful, sensor-controlled blocks and one of several memory cartridges, is suitable for children two years and over. The objectives of this developmental toy are to introduce babies to classical music and to challenge them in identifying sounds and instruments.

Animal Rhyming Game. 61-0744-01. This rhyming game with 3 playing options, has cards that rhyme with either cat, dog or pig (7 ‘at’ words, 6 ‘og’ words and 5 ‘ig’ words).

Winning Connection: What’s Missing?, 2001. 85-0607-01. This pack of 20 laminated cards depicting pictures with irregularities, aims to help students recognise essential components in pictures and encourage language. Wizard Card Games, LOVE & RILEY, 2002. 61-0757-01. This pack aims to develop early decoding and spelling skills by focusing on analysis of sounds in spoken words and blending of sounds in reading.

Right to Know Module 1: Friendships Unit 5: Feeling—Self (a), Down Syndrome Association, 2004. 66-1143-05. This resource, part of the Right to Know series, provides a range of worksheets and activities designed to assist students to develop an awareness of; ability to verbally/nonverbally name; appropriate response strategies, related to basic feelings.

Enhancing English Literacy Skills in Aboriginal and Torres Strait Islander Students, BATTEN, M et al, 1998. 22-0022-01. This book draws together theory and practical experience to provide a comprehensive picture of Aboriginal and Torres Strait Islander students.



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Auditory Processing Series, Listening Works, 2000. 17-0184-01. This pack contains four small booklets, written by an audiologist, related to auditory processing: Behaviour and Communication; At Home; School; Under Sixes.

Preschool AAC (Augmentative and Alternative Communication) Checklist, HENDERSON, J, 2001 . 59-0062-01. This resource was developed as a tool to train AAC skills to speech impaired preschool children with cerebral palsy to enhance their academic success in education.

Incy Wincy Spider Story Bag, 2004 . 61-0724-01. This complete story-telling kit designed in Australia by a speech pathologist, contains visually very appealing soft toys and magnetic pictures which bring rhymes, songs, stories and games to life. See also: 61-0722-01 Party for Pig Story Bag; 61-0723-01 All Australian Five in the Bed Story Bag.

What is a Disability? A Guide for Children, ARGENT, T, 2004 . 34-0222-01. This booklet, a guide for children, explains what disabilities are, and what it can mean for children who might have them.

Learning Through Touch: Supporting Children With Visual Impairment, MCLINDEN, M; MCCALL, S, 2002. 17-0183-01. This text, designed to assist teachers and other professionals supporting children with visual impairment and additional disabilities, examines the role of touch in teaching and learning.

How to Succeed with Making Schools Inclusive, 2006. 34-0322-01. This book, one in the series Little Books of Big Ideas, aims to support teachers, school leaders and community members to work towards focusing diversity and inclusivity as key values and resources in improving the quality of schooling.

50 Favourite Christmas Carols, Songs and Stories. 69-0287-01. This set of three CDs contains 50 Christmas carols, songs and stories. CD1 has over 40 minutes of 14 carols; CD2 has over 45 minutes of 16 Christmas songs; CD3 has 45 minutes of 20 short Christmas stories.

Baroque for Modulation: Selections to Enhance Attention—An Learning CD. 69-0284-01. This CD, which can be used with students having difficulty with sensory modulation, can also help students organise and plan creative works.

Jigsaw—Australian Pond Life. 83-1549-01. This wooden interlocking jigsaw puzzle depicts a number of Australian animals including: platypus; frog; pelican; black swan; carp.

Video—Sports Ability, 2005. 43-0084-01. This video details the Sports Ability program run by the Australian Sports Commission targeting young people with a disability. See also: 84-0401-01 Sports Ability Kit—Boccia; 84-0402-01 Sports Ability Kit—Goalball; 84-0403-01 Sports Ability Kit—Polybat/Table Tennis; 84-0404-01 Sports Ability Kit—Sitting Volleyball.

Writing Better Stories (2 titles), 2006. 40-0063-01. This pack contains two books: Brain Storms; which contains a compilation of stories written by children aged 9-12; Writing Better Stories; a companion volume which includes a set of discussion points that can be used to analyse the stories.


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Ben and His Helmut Set 1, FRANCES, N, 2003. 66-1157-01. The Ben and His Helmut series of books has been written specifically for students with Aspergers Syndrome and other students who are at school with them to aid in developing understanding of the syndrome. See also: 66-1157-02 Ben and His Helmut Set 2.

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Writing Assessment Materials: A Guide to Writing Clear Materials For Secondary Students, WALLIS, A, 1999. 59-0067-01. This booklet is directed at the issue of how teachers can write assessment materials, in order to make them suitable for all students, but particularly those who have speech and language problems or general learning difficulties.

A Box Full of Feelings, KOG, Marina et al, . 66-1159-01. The Box Full of Feelings with more than twenty activities, designed to support the social-emotional development of learners aged two to seven, is built around four basic feelings: happiness, fear, anger and sadness.

Sounds Fun, Love and Reilly, 2002. 61-0763-01. Sounds Fun, for ages 3-6, provides picture card packs for developing phonological awareness and includes a Listening Puppet to help refine listening skills.

Numero, 1995 . 64-1318-01. This number game, suitable for all ages, is best played by 2 players and aims to challenge minds and improve number skills.

Winning Connection: What’s Missing?, 2001 . 85-0607-01. This pack of 20 laminated cards depicting pictures with irregularities progressing from simple to more difficult examples aim to encourage language.

WWEBSITESEBSITES

[email protected]@[email protected] Love and ReillyLove and ReillyLove and Reilly———Speech and Language ProductsSpeech and Language ProductsSpeech and Language Products This website details speech and language information and resources developed by two speech pathologists with qualifications in education. The site provides information about products designed to promote oral literacy in the general classroom which at the same time meet the needs of language learning disabled individuals. A free quarterly newsletter and article is available by subscribing via the website.

Ruth Motley—Manager - SERUweb.seru.sa.edu.au/pdfs/SERUpdate June 2006.pdf · ... waiters, menu,...

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Transcript of Ruth Motley—Manager - SERUweb.seru.sa.edu.au/pdfs/SERUpdate June 2006.pdf · ... waiters, menu,...