Identification
of need
Discussion of
situation
Sources of
help
Assessment
of need
Recommendations
Trying out
solutions
Individual Communication Plan
Communication Passport
Provision of equipment
Support &
training, staff
parents, users
Evaluation &
follow-up
Identification of need
Identification of the barriers to successful
communication, which may be overcome by the support of AAC.
The statement of special educational needs will be the starting point, but other components may arise as the pupil tries to
engage in school life.
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Discussion of situation
This needs to involve family members/carers,
all members of the multi-disciplinary team working with the pupil, all school staff who come into regular contact with the
pupil and, where possible, the pupils themselves. Discussion should be be led by a lead person (often the special needs coordinator),
who will coordinate the ensuing process.
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Sources of help
Anybody within the team as well as any
outside services or advice that can be utilised as part of the process should be identified here and approached.
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Assessment of need
The lengthy and time-consuming process
of observing the pupil in various environments by different members of the team will take place over time and the resulting
recommendations will be drawn up by the key person.
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Recommendations
Will suggest a package of strategies
for addressing the identified needs, which may include new equipment, provision of staff training and additional support for
the pupil.
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Trying out solutions
The recommendations are put into practice
and the success of the recommendations is monitored and recorded. Adequate time should be allowed for these solutions to
be tried. A review date for these trials should be agreed at the outset.
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Trial successful?
All the recorded evidence of the trialling
of the solution will be considered by the key members of the original discussion group. If the trial proved successful, then
equipment may need to be purchased and new routines put in place to support the identified successful solutions.
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Individual communication plan
These solutions can be incorporated
into an ICP, which will summarise how the pupil is supported in order to
communicate.
Take a look at Billy's ICP. You can see how his current communication method is summarised so that any individual working with Billy can quickly become a useful communication partner.
Note how reference is made to Billy developing his current skills in his IEP. The monitoring and review process incorporated into developing Billy's communication skills will help him to make great strides in the future.
There is more information on IEPs in this module.
Take a look at Billy's ICP. You can see how his current communication method is summarised so that any individual working with Billy can quickly become a useful communication partner.
Note how reference is made to Billy developing his current skills in his IEP. The monitoring and review process incorporated into developing Billy's communication skills will help him to make great strides in the future.
There is more information on IEPs in this module.
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Communication Passport
A Communication Passport accompanies
a user. It describes an individual's communication skills and preferences to assist others. There is more information on Communication
Passports in this module.
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Provision of equipment
Equipment to support communication is
often expensive, due to the fact that it is used by relatively few individuals. It is therefore important to make sure that
it is both suitable and appropriate for the user. Before purchasing the right equipment ensure that:
- There is not already a similar piece of equipment languishing in a cupboard somewhere.
- You can have the equipment for a trial period first before purchasing it.
- All adults whether at home or at school, support the use of such equipment and are appropriately trained.
- If equipment is likely to need regular servicing, the cost of the additional maintenance should be included in the cost of the equipment.
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Support and training –
staff, parents/carers and users
staff, parents/carers and users
This aspect of the 'package' is often very costly and time-consuming, but essential to the continued success of the new strategies to overcome some of the barriers to successful communication.
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Evaluation and follow-up
An ICP should be reviewed and updated regularly (at least once a year) and may well contribute to the targets in
the pupil's IEP or PC.
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Trial unsuccessful?
In light of the analysis of the reasons
for lack of success, a further assessment of need will take place, and the amended package will be trialled and reviewed.
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