Area 3: Communication
This area of the CFVI recognises the importance of working with children and young people to develop effective communication in formal (e.g. in the classroom) and informal settings (e.g. outdoor spaces).
For more information regarding this element of the framework, please download the Curriculum Framework for Children and Young People with Vision Impairment (CFVI) and accompanying guidance.
Examples of targeted intervention approaches
- A clear and developing communication pathway.
- Receptive and expressive communications.
- Communication and literacy development through sensory stories that are appropriate for children and young people with vision impairment.
- Appropriate and accessible communication approaches for learners, e.g.
- visual/tactile symbols, spoken, sign language, sign systems, on-body signing, objects of reference/tangible symbols, tactile symbols, auditory/vocal;
- visual/tactile access to dual communication boards, including technology that relies on communication through various kinds of switches;
- augmentative and alternative communication (AAC);
- body language;
- spoken word, working with scribes.
- Choosing appropriate and suitable communication approaches (or combinations of approaches) for learners.
- Teaching and supporting good communication skills to empower the learner to articulate their needs in different environments.
- Training on modes of communication for the workplace, such as email, video conferencing, and support for understanding the use of language in formal work settings.
- Social skills, including social norms and awareness of nonverbal cues.
Use of resources in practice
When using resources signposted via or downloaded from RNIB Bookshare, consideration should be given to any health and safety risks that might be involved and it is the responsibility of the user of these resources to undertake an appropriate risk assessment where applicable. RNIB assumes no responsibility or liability to the extent permitted by law for any injury, loss or damage incurred as a result of any use or reliance upon the information and material contained within or downloaded from RNIB Bookshare.
Resources:
See also Area 4: Literacy and Area 9: Health: Social, Emotional, Mental and Physical Wellbeing
Appropriate and accessible communication approaches for learners: choosing, teaching, supporting
- Oxford Health NHS Foundation Trust: inclusive communication (External). Information and resources for appropriate and accessible communication approaches with people with learning disabilities. Includes accessible information, communication passports, intensive interaction, objects of reference, a total communication symbol pack, gesture and body language, sensory rooms, and interactive stories.
- CALL Scotland AAC Online Learning Modules (External). Free online learning on Augmentative and Alternative Communication (AAC). Aimed at services, teams or individuals to review their current knowledge and develop best practice, and to ensure positive outcomes for people who use AAC.
- Scottish Sensory Centre: Learning Together (External). Learning Together (2008) is an interactive and person-centred approach to communication for children and adults with complex support needs. It involves movement interaction, personal gesture and Canaan Barrie on body signs.
- Sight Scotland: An introduction to the Canaan Barrie On Body Sign System Canaan Barrie on body signing (External). Guidance from Sight Scotland for On Body Signing including videos demonstrating the signs.
- BATOD: Using objects to promote early communication and language for deafblind children (External). Information to support the learning of the meaning of objects and the communicative function they have by providing careful and consistent support, ensuring plenty of opportunity, and working together to explore co-actively.
- Ian Bell: Body Signing Guidelines for Learners who are Visually Impaired with Additional Complex Needs Working at P1, 2 and 3 in Leicester, Leicestershire and Rutland (External) Leaflet provides key points to think about before introducing on body signs as well as photos with practical examples of body signing.
- Ian Bell: Communication in visually impaired children/visual impairment and autism (External). This website has a range of articles written by a speech and language therapist, on the communication skills of CYPVI. Examples include the impact of VI on early communication, facilitating communication in people with VI and additional needs, assessing communication, expressive and receptive communication, and tactile signing.
- Paths to Literacy: Tactile Symbols to Support Communication (External). This US website has a range of resources on teaching students with VI including this article showing how using tactile symbols can be used to support the communication and literacy development of children with VI.
Communication and Literacy Development through Sensory stories
- Sight Scotland: How to create sensory story resources for pupils with visual impairment - for educators (External). This video demonstrates how to introduce things to touch, things to taste, things to listen to, things to smell to lend a full round of experiences to that young person and bring the story to life for them.
- The Bridge School: sensory stories (External). Example of sensory stories developed by The Bridge School.
- Inclusive Teach: Sensory Story Collection (External). This page collates all the sensory stories published on inclusiveteach.com. A sensory story is one that serves to activate each of the senses to encourage engagement in a range of learning situations.
- Chidren's Trust: Sensory Stories (External). Sensory stories pair spoken word with sensory stimuli and as a result, stories come alive for our young people. You will find a wide range of age appropriate stories in this section along with a list of alternative resources that can be found at home.