1 00:00:00,000 --> 00:00:05,840 Hi, my name is Jordan. I am a special education teacher from the UK. I share my passion for 2 00:00:05,840 --> 00:00:11,040 everything communication, sensory regulation and fun lesson ideas for my classroom of disabled 3 00:00:11,040 --> 00:00:17,120 pupils aged 4 to 11. Each week I am joined by experts in the field answering your questions 4 00:00:17,120 --> 00:00:22,800 and sharing our knowledge and experience working alongside our beautiful young people. Let's get started. 5 00:00:22,800 --> 00:00:31,520 Hi everybody, welcome back. It's extra special today because I'm going to be joined by Widget 6 00:00:31,520 --> 00:00:38,000 Software. I've got Becca joining from the education team and I'm so excited to chat to her. 7 00:00:38,000 --> 00:00:43,760 Four years in an autism specialist setting where she discovered Widget. We've all been there, 8 00:00:43,760 --> 00:00:48,560 Becca. And they've developed a love for supporting alternative communication. 9 00:00:48,560 --> 00:00:53,840 She now works as a symbol and education specialist at Widget helping organizations become symbol 10 00:00:53,840 --> 00:00:58,640 friendly. And her dream is to see symbols on the aisle signs in supermarkets. Oh my God, 11 00:00:58,640 --> 00:01:03,520 wouldn't that be amazing? And to read a symbolized story on CBeebies. I will join you with that, 12 00:01:03,520 --> 00:01:08,800 Becca. That sounds incredible. So I was just saying a little bit about your background. I don't know 13 00:01:08,800 --> 00:01:13,280 if you wanted to explain a little bit from your point of view. What brought you to Widget? 14 00:01:13,280 --> 00:01:19,600 Absolutely. So at present, as you've already said, I'm working within the education team 15 00:01:19,600 --> 00:01:25,680 at Widget and my role is officially a symbol and education specialist. Prior to that, I taught for 16 00:01:25,680 --> 00:01:32,560 14 years in the classroom. Ten years of those were spent in the mainstream sector teaching primarily 17 00:01:32,560 --> 00:01:38,080 key stage one, as well as teaching a little bit in outback Australia, which was very exciting as well. 18 00:01:38,720 --> 00:01:43,120 And then for my final four years, I moved to an autism specialist setting, which is where 19 00:01:43,120 --> 00:01:49,280 I discovered Widget and the absolute power of symbols to support with communication, interaction 20 00:01:49,280 --> 00:01:55,360 and learning and had a real passion for supporting communication. So I actually moved away from the 21 00:01:55,360 --> 00:02:00,560 classroom and set up my own very small business using Widget symbols under copyright and making 22 00:02:00,560 --> 00:02:05,600 resources for families directly to help them with their communication journey. And then when a 23 00:02:05,600 --> 00:02:10,720 position came up working for Widget full time, absolutely jumped at the chance and applied 24 00:02:10,720 --> 00:02:16,640 because I wanted to be able to continue to support those families and educators and professionals, 25 00:02:16,640 --> 00:02:22,560 but then also start working with companies as well at a much wider level. And I felt that being 26 00:02:22,560 --> 00:02:26,800 within Widget makes that happen. And doing it on a really large scale. 27 00:02:28,640 --> 00:02:33,840 Yes, we are starting to move much bigger now. So maybe you could say a little bit more about that, 28 00:02:33,840 --> 00:02:38,240 because I can see from our discussions that you've started working with organisations to try and 29 00:02:38,240 --> 00:02:44,480 make them symbol friendly. I've heard of symbol friendly schools that you're working with, 30 00:02:45,200 --> 00:02:49,440 but organisation sounds great as well. So do you want to talk to us a little bit about 31 00:02:49,440 --> 00:02:55,760 the schools and how that works? Yeah, absolutely. So we've got obviously over 10,000 schools now 32 00:02:56,320 --> 00:03:03,360 that we're working with and that's across the mainstream and the special sector. 33 00:03:03,360 --> 00:03:09,360 But what we really wanted to do within Widget was we support those pupils so well in school, 34 00:03:09,360 --> 00:03:17,360 but we're really aware that when families try to go out to other places, the support quite often 35 00:03:17,360 --> 00:03:24,000 isn't there for communication. Settings are getting much better now at having quiet hours 36 00:03:24,000 --> 00:03:30,400 and sensory hours to support pupils. But what we want to do at Widget is put the communication in 37 00:03:30,400 --> 00:03:36,240 there, so help companies go to that next level to support communication so that if people are 38 00:03:36,240 --> 00:03:41,200 feeling overwhelmed or they're not sure what's happening, that symbols are there to support that. 39 00:03:41,840 --> 00:03:47,840 We've worked with a couple of agents companies that have gone symbol friendly recently. One is 40 00:03:47,840 --> 00:03:55,680 Woburn Safari Park. So they are the first ever in the world, not just in the UK, symbol friendly 41 00:03:55,680 --> 00:04:02,160 Safari Park. And the team there, Natasha specifically, is absolutely passionate about 42 00:04:02,160 --> 00:04:10,080 supporting every single visitor to the zoo. So they've got social scripts on their website 43 00:04:10,080 --> 00:04:15,600 that you can download prior to visiting to prepare for that visit. And then there's also on there a 44 00:04:15,600 --> 00:04:22,240 range of communication boards as well that you can download for the foot safari, for the soft play, 45 00:04:22,240 --> 00:04:27,280 for the cafe. So that communication is there across the board for people who need it. 46 00:04:27,280 --> 00:04:33,840 Isn't it? Because you would never assume that a safari park, I don't know, wasn't access friendly 47 00:04:33,840 --> 00:04:37,760 or like, you know, those things that are specifically for families and children weren't 48 00:04:37,760 --> 00:04:43,920 buggy friendly. Like it feels so obvious that of course it needs to be communication friendly, 49 00:04:43,920 --> 00:04:49,120 but they're the first one in the UK, like in the world. It's just crazy. We're so behind, aren't we? 50 00:04:49,120 --> 00:04:54,160 But it's so exciting to know there are organisations out there that are prioritising this. 51 00:04:54,160 --> 00:04:59,520 Yeah. And not just for gimmicks as well. Like it sounds like they are fully invested in actually 52 00:04:59,520 --> 00:05:05,680 making it realistically and possible and actually helpful to these families, not just tick a box. 53 00:05:05,680 --> 00:05:11,520 Oh yeah, we're absolutely accessible. And when companies do approach us about becoming 54 00:05:11,520 --> 00:05:17,040 symbol friendly, you know, the whole symbol friendly team and in particular the education 55 00:05:17,040 --> 00:05:22,960 team work with that company to make sure that that content is relevant. We worked with a speech and 56 00:05:22,960 --> 00:05:29,760 language therapist to support with the Woban project to make sure that it's right. And what we do is we 57 00:05:29,760 --> 00:05:36,640 speak to staff and support them so staff understand the reason about how and why you can use symbols for 58 00:05:36,640 --> 00:05:41,840 communication. Next week I'm actually doing a training session so Woban can edit the resources 59 00:05:41,840 --> 00:05:46,800 themselves. So we support them in using the software and things. So yeah, it isn't just a gimmick. 60 00:05:46,800 --> 00:05:50,800 If you're becoming symbol friendly. Yeah, they can update them. 61 00:05:50,800 --> 00:05:54,800 They can update us all the time so if they need to keep things, just like we all do in our classrooms and at home. 62 00:05:54,800 --> 00:05:59,760 We're constantly updating things when things are needed. So that's so great that you're thinking long term. 63 00:05:59,760 --> 00:06:05,600 That's so exciting. Someone just commented saying, I'm trying to make my GPs and local NHS symbol friendly. 64 00:06:05,600 --> 00:06:10,880 Isn't that great? Like all those environments that often cause quite a lot of anxiety anyway, 65 00:06:10,880 --> 00:06:17,680 because it's confusing and not really sure. It makes so much sense that GPs, NHS dentists would 66 00:06:17,680 --> 00:06:24,720 have symbols. Absolutely. And we are trying obviously to work with those agencies. It's difficult 67 00:06:24,720 --> 00:06:32,400 with the NHS because they're in local authorities. It's not the NHS as a whole. We do have for people 68 00:06:32,400 --> 00:06:39,840 who are interested, if you go to widget-health.com, there are lots of free downloads on there as PDFs, 69 00:06:39,840 --> 00:06:46,240 but there's everything in there from getting an eye test, going to the dentist, having a blood test. 70 00:06:46,240 --> 00:06:52,240 There's a real good information pack around diabetes and things as well. So although they're not 71 00:06:52,800 --> 00:06:59,040 fully symbol friendly in certain practices and things, they are there to support people 72 00:06:59,040 --> 00:07:04,880 in the meantime and then hopefully we'll get there. That's fantastic. So somebody has asked, 73 00:07:04,880 --> 00:07:11,120 and I think maybe let's just go back to basics. We've jumped ahead. Widget, what is it? People 74 00:07:11,120 --> 00:07:17,840 talk about pecs they use. They use the word symbol and they use it kind of all interchangeably. 75 00:07:20,320 --> 00:07:24,240 What is widget? How would you explain it to somebody that isn't sure? 76 00:07:25,120 --> 00:07:32,000 So to begin with, Widget are a software company. Lots of people spell us with an E-T. Just a 77 00:07:32,000 --> 00:07:38,640 reminder, we're an IT company, so a widget, just so that's a good way to remember it. So we are a 78 00:07:38,640 --> 00:07:45,440 software company who've got a bank of over 20,000 symbols in there to support in a variety of 79 00:07:45,440 --> 00:07:52,720 situations. Essentially, you download the software if you were a user, you type a word in and the 80 00:07:52,720 --> 00:07:59,440 symbol will appear for you for those situations. Within the software, and again, this is very brief 81 00:07:59,440 --> 00:08:05,200 and quick, you can edit the colour of symbols. So if you've typed the word sit, for example, 82 00:08:05,200 --> 00:08:10,320 and the uniform in the symbol, it's defaulted to orange and blue. You can change it to red and 83 00:08:10,320 --> 00:08:15,360 grey if that's what your uniform looks like. You can change the skin tone on all of the symbols as 84 00:08:15,360 --> 00:08:21,680 well. And you provide so many options for templates, both on Widget Online and in Inprint as well, 85 00:08:21,680 --> 00:08:30,880 don't you? Which is really helpful because symbols can be on everything in order to access it. I 86 00:08:30,880 --> 00:08:37,280 posted a video only yesterday or the day before showing my classroom and every way I use Widget 87 00:08:37,280 --> 00:08:43,600 in it. So if you haven't seen that, watch this afterwards. Some of them offer information that 88 00:08:43,600 --> 00:08:46,640 aren't, you know, you can't take them off, they're just information on the door. Some of them you 89 00:08:46,640 --> 00:08:51,760 peel off so the children can request. Some of them are matching boards. Some of them are for, you know, to point 90 00:08:51,760 --> 00:08:56,800 out for communication or choice boards. Some are outside, some are inside, some are on the actual thing. 91 00:08:56,800 --> 00:09:05,360 There are so many options to use them, but the fact is, is it is a language. It is. And I just want to 92 00:09:05,360 --> 00:09:11,920 go back to when I heard you mention earlier about, you know, people say, oh, I'm using PECS. And I 93 00:09:11,920 --> 00:09:18,240 think one misconception that we have from a lot of people and it is not all criticism is that the 94 00:09:18,240 --> 00:09:26,720 symbols in our software are PECS and they're not. PECS is a really specific system that can be used. 95 00:09:26,720 --> 00:09:31,520 Our symbols can be used for PECS, but that involves a system where you're doing that exchange. Someone 96 00:09:31,520 --> 00:09:37,520 is expected to give you a single system, single symbol or visual, and then you exchange it for 97 00:09:37,520 --> 00:09:45,760 that product. And that's not what we're about. We've got a symbol set and they can be used, 98 00:09:45,760 --> 00:09:50,320 like you've said, in lots of different ways. I've got mine round my neck today. These are my core 99 00:09:50,320 --> 00:09:55,600 symbols when I meet young people so I can say hello to them. It's got my toilet symbol on. But like 100 00:09:55,600 --> 00:10:01,200 you say, our symbols can be used in lots of different ways, you know, and there's a difference 101 00:10:01,200 --> 00:10:08,800 between symbols and PECS. So lots of my followers, lots of them actually, and they follow me because 102 00:10:08,800 --> 00:10:16,880 they have some kind of care role with non-speaking people. So they might be a caregiver in the sense 103 00:10:16,880 --> 00:10:22,240 that they're a parent. They might be a teacher. They might be a teaching assistant. They might be 104 00:10:22,240 --> 00:10:29,440 a therapist. But typically my audience can be any one of those things, but they're often involved 105 00:10:29,440 --> 00:10:36,400 with the care of a non-speaking person. Now that's why I want to work with you guys. And I am working 106 00:10:36,400 --> 00:10:43,600 with you guys because it just fits, right? If they're non-speaking, they don't have a spoken 107 00:10:43,600 --> 00:10:49,600 language, but that doesn't mean they can't access language and communication and understanding. 108 00:10:49,600 --> 00:10:56,000 And that's where widget pictures come in. So these pictures might be far easier to understand and 109 00:10:56,000 --> 00:11:01,200 use and communicate with than a written word or a spoken word. Typically it would be object, then 110 00:11:01,200 --> 00:11:08,160 photo, then a drawn image like white widget. But most of my students go straight to widget because 111 00:11:08,160 --> 00:11:14,480 it's, widget is so clear. And this is why I choose widget. It's so clear what that is, that actually 112 00:11:14,480 --> 00:11:20,320 they get it quite quickly and they understand that that means drink. It doesn't take them long to 113 00:11:20,320 --> 00:11:25,040 understand. And then this becomes a language that they can then ask for a drink or they understand 114 00:11:25,040 --> 00:11:30,960 when we're asking if they want a drink and it just becomes embedded in our communication system. 115 00:11:30,960 --> 00:11:36,720 Really. Yeah, absolutely. And I think like you're saying with the symbols, if I use the example of 116 00:11:36,720 --> 00:11:43,920 the toilet symbol that I've got, you know, lots of people will say to me, oh, but my child prefers 117 00:11:43,920 --> 00:11:48,720 photographs, which is absolutely fine. You know, that is a transitional point. However, if you've 118 00:11:48,720 --> 00:11:53,840 taken a photograph of the toilet at home, that toilet is not going to be the same when you're at 119 00:11:53,840 --> 00:11:59,680 school. If you're at the safari park, if you're at a theme park, however, if you've got the symbol, 120 00:11:59,680 --> 00:12:05,680 that's universal and can be used anywhere in the world. So hopefully by transitioning to symbols, 121 00:12:05,680 --> 00:12:11,360 things certainly like that, that are universal, it will just support a lot of anxiety and transitions 122 00:12:11,360 --> 00:12:17,280 for everyone. Yeah, I've had that before. I don't know, like a certain pair of socks or whatever. 123 00:12:17,280 --> 00:12:22,400 Yeah. It isn't always the same. So then they're prepared for that and then they become dysregulated 124 00:12:22,400 --> 00:12:27,840 because they are expected to be going to the park. You could not, you'd have to have a photo of every 125 00:12:27,840 --> 00:12:32,560 single park you could ever go to. Whereas actually with Widditt, you could just have playgrounds. 126 00:12:33,760 --> 00:12:39,440 And it represents all, doesn't it? It represents every park. I've had that when I was doing my 127 00:12:39,440 --> 00:12:43,920 travel training with my pupils and we planned on going to a certain park, we'd taken a photograph 128 00:12:43,920 --> 00:12:48,080 of that one down the road, that one we couldn't get into for some reason, we had to go to another 129 00:12:48,080 --> 00:12:52,880 one. And unfortunately, you know, our pupils, some of our pupils became upset about that and 130 00:12:52,880 --> 00:12:57,760 they didn't want to go to the park. And understandably, I told them they were going to that park. 131 00:12:57,760 --> 00:13:03,040 However, like you say, if I'd use the generic playground symbol, that can be any park within 132 00:13:03,040 --> 00:13:11,120 the city. Yeah, that's right. And forever as well. If they move to schools, if they transition classes, 133 00:13:11,120 --> 00:13:17,760 it's always the same. It's consistent. And we know our children like consistency and routine and 134 00:13:17,760 --> 00:13:22,640 predictability. And Widditt will give them that because it's so worldwide, they could go to any 135 00:13:22,640 --> 00:13:29,440 school, any class. And I suppose that leads us on to home. Yes. Because I work with lots of parents 136 00:13:29,440 --> 00:13:33,680 at home and they say, Oh, well, I've got symbols. And I think, Okay, well, what language is the 137 00:13:33,680 --> 00:13:38,240 symbols? Oh, I don't know. I just bought them for Etsy, whatever. And I think your child is learning 138 00:13:38,240 --> 00:13:42,640 a whole new language at home and you're and then that they are at school, you know, you're asking 139 00:13:42,640 --> 00:13:47,840 them to be bilingual in pictures. And I know they're well meaning and I'm sure something's better 140 00:13:47,840 --> 00:13:55,280 than nothing. How much more powerful would it be if we're using the same images at school and at 141 00:13:55,280 --> 00:14:02,640 home? Was that your intention behind creating widget online because widget online is so user 142 00:14:02,640 --> 00:14:07,840 friendly and affordable in my view? Was your intention to kind of make it more accessible for 143 00:14:07,840 --> 00:14:15,360 home? Essentially, widget online, I think it came around, it got a massive development came around 144 00:14:15,360 --> 00:14:21,680 during lockdown when the need for symbol teachers weren't able to be on their laptops all the time 145 00:14:21,680 --> 00:14:27,680 because with imprint three, it's the desktop version of the software. And they needed a product, 146 00:14:27,680 --> 00:14:33,600 obviously, that can be used quickly and easily. So yeah, that is kind of the general reason around 147 00:14:33,600 --> 00:14:40,480 why widget online was developed. And obviously, because it is cloud based, it can be used anywhere. 148 00:14:40,480 --> 00:14:46,400 Which is so useful. Can I just say it's so useful. If I think if I'm on my lunch break, 149 00:14:46,400 --> 00:14:49,600 which I probably shouldn't, but if I'm on my lunch break, and I think, oh, I'm going to do that, 150 00:14:49,600 --> 00:14:52,720 I can I've got my phone now, I don't need to go into the classroom. I don't disturb them. 151 00:14:52,720 --> 00:14:58,560 I can start creating the widget symbols. Oh, then the next day, oh, but I forgot something, 152 00:14:58,560 --> 00:15:01,840 actually, that needs to be changed. I can just do it there. And then I can print it on my laptop or 153 00:15:01,840 --> 00:15:07,760 I can send I can email it to myself on my phone, whatever. Yeah, it's so accessible. 154 00:15:09,280 --> 00:15:13,440 And certainly for schools as well, obviously, you've got the shared folder options that 155 00:15:13,440 --> 00:15:18,000 everything could be put into one folder. So you're getting that consistency across school. 156 00:15:18,000 --> 00:15:23,760 It's supporting staff who may not be as confident. It's making sure that people out wasting time and 157 00:15:23,760 --> 00:15:30,080 making 20 different visual timetables. They're in that shared folder. What parents, lots of parents 158 00:15:30,080 --> 00:15:34,880 I've spoken to that really like widget online is that they can create those resources. And then 159 00:15:34,880 --> 00:15:41,360 within widget online, you've also got the option in view mode to then create a direct link. And 160 00:15:41,360 --> 00:15:45,120 lots of parents have just found that amazing because if children have been out with grandparents, 161 00:15:45,120 --> 00:15:49,840 for example, and the grandparents are saying, oh, my gosh, I need a symbol of a pig or a cow or 162 00:15:49,840 --> 00:15:54,720 wherever they are, the parents can go in, do it on the set, and then send them a direct link via 163 00:15:54,720 --> 00:16:01,680 WhatsApp or email and they can get straight away. So and then at that point as well, the link also 164 00:16:01,680 --> 00:16:07,840 becomes like a basic AAC device because if you click on the symbol, it then talks to you as well. 165 00:16:07,840 --> 00:16:16,800 So that's really good. My parents are amazing that the kids in my class, they're so focused, 166 00:16:17,360 --> 00:16:23,200 but often their books or their AAC device, whatever it is that have widget on it, 167 00:16:23,200 --> 00:16:28,480 they get left in the bag because home sometimes works differently where, oh, I just understand 168 00:16:28,480 --> 00:16:32,800 what he says. I understand what he means. They know they can help themselves with the cupboard. 169 00:16:32,800 --> 00:16:38,560 What are your views on that? And how do you feel like widget can play a part in that home setting? 170 00:16:39,520 --> 00:16:47,440 I think it is absolutely essential that if we're working with anybody who is using symbols as their 171 00:16:47,440 --> 00:16:52,240 language, that everyone that they're involved with should be using that at home and at school. 172 00:16:52,240 --> 00:16:58,640 And like you say, if they've got an AAC device or if they've got communication boards in a folder, 173 00:16:58,640 --> 00:17:03,440 then they should be going home and where possible, parents should be trying to get that out just to, 174 00:17:03,440 --> 00:17:08,960 you know, even just modeling the child. What I found quite often was that children may not use it 175 00:17:09,600 --> 00:17:14,160 as much at home because they have got their needs met at home as parents. You know, we know what our 176 00:17:14,160 --> 00:17:20,160 children want, but what I try to encourage and support parents with was constantly modeling and 177 00:17:20,160 --> 00:17:25,440 modeling sentence building, modeling it in different situations so you can expand that 178 00:17:25,440 --> 00:17:29,840 communication. But there's so many ways it can be used. It's not just about getting your needs and 179 00:17:29,840 --> 00:17:34,880 your wants met. It can be used to support that independence at home. And I've actually got 180 00:17:34,880 --> 00:17:40,800 something I made earlier that I use with my little boy at home. So this was a magnetic board. It sits 181 00:17:40,800 --> 00:17:46,240 in my fridge from Amazon. And then this is to support my little boy with what he wears each day 182 00:17:46,240 --> 00:17:51,120 at the school. So we've got school uniform, pee kit. On here we've got who's picking him up and 183 00:17:51,120 --> 00:17:55,920 dropping him off and which clubs he's got as well. And this has really supported us because, you know, 184 00:17:55,920 --> 00:18:00,320 I can say it till I'm blue in the face and he will still ask me. But actually with this, it's allowed 185 00:18:00,320 --> 00:18:05,360 him to think, I want to know what it is and he will go and he'll look and he'll get his own clothes 186 00:18:05,360 --> 00:18:10,480 out. And if he's not sure, he will just check it. And it just gives him a little assurance. 187 00:18:10,480 --> 00:18:17,120 I think lots of people that don't use symbols assume that speech is more independent. It seems 188 00:18:17,120 --> 00:18:22,560 like a progress. It's step up. Actually, no, I find that speech one doesn't go in so they end 189 00:18:22,560 --> 00:18:27,840 up really prompt dependent and actually quite reliant on the adult. If it's visual, one, it 190 00:18:27,840 --> 00:18:33,680 feels more concrete to them and it's definitely happening, you know, rather than verbal. It kind 191 00:18:33,680 --> 00:18:37,680 of doesn't. Is it? Is it happening? Because I remember that one time when you said it was and 192 00:18:37,680 --> 00:18:43,840 it wasn't, you know, visual and it's set, it kind of feels a little bit more permanent. Yeah. Also, 193 00:18:43,840 --> 00:18:49,040 they can go and check themselves. Yes. So don't see it as a step back from speech. See it as 194 00:18:49,040 --> 00:18:53,840 actually they're becoming more independent. They can do it. So they don't need a prompt from you. 195 00:18:53,840 --> 00:18:57,120 They don't need you to be reminding them. They don't even need to ask you. They can check 196 00:18:57,120 --> 00:19:02,400 themselves. That's ultimately what we all want as caregivers. I would like to assume. And I feel 197 00:19:02,400 --> 00:19:08,160 like symbols gives that and does that job really, really well. Yeah. And that's the thing. One of our 198 00:19:08,160 --> 00:19:13,920 key reasons that we say we there's many reasons to use symbols, but we've got our nine main ones. 199 00:19:13,920 --> 00:19:19,520 And, you know, one of them is that symbols are permanent. They don't disappear. So if a child is 200 00:19:19,520 --> 00:19:26,080 feeling worried about a task at home or in school, if the symbols are there, giving them that 201 00:19:26,080 --> 00:19:32,480 sequence, they have listened to the verbal. They can then refer back to that to, you know, to ensure 202 00:19:32,480 --> 00:19:37,760 that they're doing things in the way that they've been asked to, which is a massive thing in stopping 203 00:19:37,760 --> 00:19:42,800 anxiety for lots of young people. And a lot of people will say to me, if I use symbols, like you 204 00:19:42,800 --> 00:19:49,200 said, I think they're going to stop talking. Absolutely. It's the opposite. It's just opening 205 00:19:49,200 --> 00:19:55,680 up so many more channels. And I always say when I'm communicating with people who are non-speaking, 206 00:19:55,680 --> 00:20:03,280 I don't just use the symbol. I speak and I also sign it as well where I know the sign. You know, 207 00:20:03,280 --> 00:20:08,800 I am exposing them to all of these different ways to communicate in order to hopefully meet 208 00:20:08,800 --> 00:20:13,200 their needs so they feel as comfortable as possible. Let's go back down. Let's go back to 209 00:20:13,200 --> 00:20:19,040 modelling. I'm aware that we're using lots of educational teachers. Let's break down what 210 00:20:19,040 --> 00:20:25,840 modelling is. So say, for example, we're basically saying you have your own communication tools as 211 00:20:25,840 --> 00:20:36,000 adults. So if you have a dinner menu and you choose it, maybe the adult models, huh, look, 212 00:20:36,560 --> 00:20:44,960 it's spaghetti today. Absolutely. And they're pointing to the symbol of spaghetti. Spaghetti 213 00:20:44,960 --> 00:20:52,640 is today. Great. And there is no demand or pressure or anything that the child either engages, watches, 214 00:20:52,640 --> 00:20:58,800 does it, points, nothing. Absolutely not. You're just doing it. And if you do that enough throughout 215 00:20:58,800 --> 00:21:05,200 the day, not just for that, also, oh, I really want to go to the park today. Shall we go to the park? 216 00:21:05,200 --> 00:21:11,440 Yes. Let's go to the park. I love the park. We're at the park. Oh, park is finished. And again, 217 00:21:11,440 --> 00:21:17,280 there's no demand on them requesting park, whatever. You will just find naturally, and I work with some 218 00:21:17,280 --> 00:21:22,720 incredibly complex learners, you will just find naturally, they will find that symbol. If they 219 00:21:22,720 --> 00:21:28,080 want it enough, they will find it and they will use it and reach for it and give it to you and point 220 00:21:28,080 --> 00:21:32,480 to it. Because you've been modelling that use of language all the time. It's almost like, 221 00:21:32,480 --> 00:21:36,800 assume, if you don't model, it's like assuming that a baby will learn to talk if you never talk to them. 222 00:21:36,800 --> 00:21:43,440 Yeah. And I was, when I very first started working in the autism specialist setting, 223 00:21:43,440 --> 00:21:49,040 I felt, you know, I was guilty of this. And I said, oh, but they're not responding. They're 224 00:21:49,040 --> 00:21:54,640 not using them. And a speech and language therapist said to me that a newborn baby will hear the word 225 00:21:54,640 --> 00:22:01,600 daddy 10,000 times before they verbalize it. You don't stop saying daddy, because that newborn 226 00:22:01,600 --> 00:22:07,120 baby isn't speaking. And essentially using symbols is like that. It's a new language. We can't just 227 00:22:07,120 --> 00:22:12,960 give them to people and expect them to know what to do. They have to see us model it essentially 228 00:22:12,960 --> 00:22:19,200 that 10,000 times to ensure. And like you're saying, if they want something enough, they'll get it. 229 00:22:19,200 --> 00:22:24,400 And also if you model and go, oh, it's crisps today. Here's the crisps. If they don't like those 230 00:22:24,400 --> 00:22:28,560 crisps, they will communicate that with you. So I can say, you don't like salt and vinegar. 231 00:22:28,560 --> 00:22:33,680 Oh, do you want that too? Right? The whole communication is it's not symbols or nothing. 232 00:22:34,960 --> 00:22:40,960 You can look at me, you can reach, you can run, you can move towards me, you can look at the object, 233 00:22:40,960 --> 00:22:47,280 you can do symbols, you can sign. We love it all. It's all good. But how great that we could offer 234 00:22:47,280 --> 00:22:56,080 all of those options, because something will capture your child or your, or your young person. 235 00:22:56,080 --> 00:23:01,040 Yeah. And that will just grab them. And then all of a sudden they've got a voice and they're 236 00:23:01,040 --> 00:23:07,040 understood. And then it's really exciting. It is. And I think that's the most important thing 237 00:23:07,040 --> 00:23:12,240 you've just said that it's about grabbing the children. It's about getting them engaged. 238 00:23:12,240 --> 00:23:16,960 Lots of people say to me, oh, I'm doing the routine with them. So I'm showing them that it's 239 00:23:16,960 --> 00:23:20,880 time to get their nappy changed. And then we're getting our shoes on and we're putting our clothes 240 00:23:20,880 --> 00:23:25,600 on. And I'm like, that's amazing. That is wonderful that you're modeling that. But is that grabbing 241 00:23:25,600 --> 00:23:29,840 them. If someone came to me and went, today, Rebecca, you've got to do the hoovering, you've 242 00:23:29,840 --> 00:23:36,480 got to go shopping, and then you have got to make the beds. I'd be like, oh, no, thank you. If someone 243 00:23:36,480 --> 00:23:42,960 comes to me and says, oh, today I'm going to watch an episode of Emily in Paris. You are going to 244 00:23:42,960 --> 00:23:50,080 pour the glass of wine. I'm going to do the symbol. So, you know, it's about that. It's about initially 245 00:23:50,080 --> 00:23:54,480 getting those things that really grab, really engage, modeling those things that they love to 246 00:23:54,480 --> 00:23:59,760 them. And then the other things will come. So we will know what the symbols mean straight away, 247 00:23:59,760 --> 00:24:05,120 because we can read. So when we're talking about learning a new language, well, I know that's a 248 00:24:05,120 --> 00:24:10,960 drink and I know that's chocolate. But if they can't read yet, they might not know. So they might 249 00:24:10,960 --> 00:24:17,280 need a few modeling and a few time and a bit of babbling, almost like finger babbling, to know 250 00:24:17,280 --> 00:24:21,360 what something means. Like you say, the 10,000 times that maybe it might be once, twice, three 251 00:24:21,360 --> 00:24:26,400 times. But initially, I wouldn't assume that they would know what that means straight away if they 252 00:24:26,400 --> 00:24:31,280 can't read. Why would they know? It'd be incredible if they could guess it really. It'll be credit to 253 00:24:31,280 --> 00:24:38,480 widget if they could guess it without knowing it right. Absolutely. 100%. So the one thing I 254 00:24:38,480 --> 00:24:45,920 know about, I like about your symbols is actually they are pretty guessable. And students do pick 255 00:24:45,920 --> 00:24:52,800 them up incredibly quickly. We've had four new students in my class this September. And two of 256 00:24:52,800 --> 00:24:58,880 them were using symbols with widget symbols with and yeah, within the first few days, they were 257 00:24:58,880 --> 00:25:04,720 they were matching and communicating and like looking at the tablet devices and pressing and 258 00:25:04,720 --> 00:25:11,760 thinking, Oh, this is amazing. A floodlion language that I can understand and speak in as an educator 259 00:25:11,760 --> 00:25:18,080 and a caregiver. There is nothing more satisfying than seeing a young person find their voice for 260 00:25:18,080 --> 00:25:24,160 the first time, no matter what that looks like. Absolutely. I completely agree. And there's just 261 00:25:24,160 --> 00:25:30,480 too many stories that I can tell where my heart is just absolutely sang. Where people just got it. 262 00:25:33,840 --> 00:25:38,320 I think my favorite ones is when they argue with me and they start like telling me no. 263 00:25:38,320 --> 00:25:43,040 And you know, they really get yeah, and they're getting their personalities come out. And I'm 264 00:25:43,040 --> 00:25:50,000 like, it's amazing. Or they do a joke, you know, I love that. They're silly with it. Because it's 265 00:25:50,000 --> 00:25:54,400 not just a question. I mean, I know I've said toilet drink chocolate crisps. That's, that's, 266 00:25:54,400 --> 00:25:59,280 you know, the typical standard. However, communication is so much more than that. 267 00:26:00,000 --> 00:26:04,800 Isn't it? It's relationship building. It's connecting over a film. Oh, isn't that funny? 268 00:26:04,800 --> 00:26:11,120 I love this. Isn't that yummy? Oh, I don't like that. Oh, no, get off. Go away. Communication is 269 00:26:11,120 --> 00:26:17,600 so much more than that. And we want our learners to not just be able to request crisps, or not just 270 00:26:17,600 --> 00:26:22,160 be able to tap their chest when they want the toilet. We want to have a relationship. We want 271 00:26:22,160 --> 00:26:28,320 to have two way conversations with them. And if it can't be through speech, well, it can be through 272 00:26:29,200 --> 00:26:34,320 images, can't it? Absolutely. And I think that's really important. Obviously, you and I have both 273 00:26:34,320 --> 00:26:39,680 worked in settings with non speaking people. And but I think it's really important referring back 274 00:26:39,680 --> 00:26:44,880 to mainstream settings that are starting to use symbols with their pupils. And quite often, 275 00:26:44,880 --> 00:26:52,720 they'll say, Oh, we started using them with child a, the miss Smith uses them with Rebecca. And I 276 00:26:52,720 --> 00:26:57,360 always say to them, well, are the other people seeing that exposure? Because it's great. 277 00:26:57,360 --> 00:27:01,680 Absolutely amazing that the teaching assistant and the teacher are using it with those pupils. 278 00:27:01,680 --> 00:27:07,680 But actually, the whole class need to see those symbols being used as a language, so that child 279 00:27:07,680 --> 00:27:13,600 isn't isolated, that they can have that communication and interaction with their peers. And it's good 280 00:27:13,600 --> 00:27:21,280 practice. It will support learners. It's not a gift to anyone. I remember being in year six. I, 281 00:27:22,320 --> 00:27:28,960 you know, I didn't have a noticeable need for symbols. But every morning, I looked through the 282 00:27:28,960 --> 00:27:35,680 window, because the six teacher would write or have pictures of what was happening that day. 283 00:27:35,680 --> 00:27:41,520 For some reason, it was really important to me at age 11, that I knew what my day would look like. 284 00:27:42,560 --> 00:27:49,440 But it doesn't hinder anyone to just know and be prepared and have another language. Anyone can be 285 00:27:49,440 --> 00:27:55,840 dysregulated and lose their voice. And often what happens in dysregulation is you lose the ability to 286 00:27:55,840 --> 00:28:02,320 negotiate, communicate how you usually would make choices. That's not just autistic people. That is 287 00:28:02,320 --> 00:28:08,560 not just neurodivergent people. That is not just those with a learning disability. All of us lose 288 00:28:08,560 --> 00:28:13,760 the ability to communicate how we would if we're dysregulated, if we're upset, if we're angry, 289 00:28:13,760 --> 00:28:19,680 frustrated, tired, ill, all of those things. If those symbols are a language, then that's great. 290 00:28:19,680 --> 00:28:24,000 I know lots of people that take their children to baby sign and sign language is seen as such 291 00:28:24,000 --> 00:28:28,800 a great thing to learn. And I've agreed with them that I think that it should be a GCSE, 292 00:28:29,440 --> 00:28:33,440 that British Sign Language and Macathon should be a GCSE. I think the world would be better for it. 293 00:28:33,440 --> 00:28:39,760 But how also great if you could do a language in widget as a GCSE. How awesome would that be? 294 00:28:39,760 --> 00:28:43,520 The world would be such a better place if everyone... That's one for the list, Jordan. 295 00:28:44,480 --> 00:28:51,520 GCSE? Yeah, getting a GCSE language. Yeah, definitely. I compare it as well. We're speaking 296 00:28:51,520 --> 00:28:57,840 a lot about supporting pupils and people at home who are non-speaking, but it's also a resin for 297 00:28:58,880 --> 00:29:04,720 people who speak different languages. You think if you go to another country, wherever you go, 298 00:29:04,720 --> 00:29:08,800 you know how to use the toilet because usually there's a symbol there, whether it's in Arabic, 299 00:29:08,800 --> 00:29:15,440 whether it's in French. So, symbols, like we said, they're universal and they just support everyone. 300 00:29:15,440 --> 00:29:21,120 And I know that Woburn have said it hasn't just supported neurodivergent people. It's 301 00:29:21,120 --> 00:29:26,800 supported EAL people and people who visit other countries. It's supported early years children, 302 00:29:26,800 --> 00:29:31,520 people visiting with their younger children who can't yet read. You know, they can now access 303 00:29:32,240 --> 00:29:38,960 the animals and say what they want to see because they can't yet access text. So, it isn't just 304 00:29:39,680 --> 00:29:44,720 for people with additional needs and neurodivergent people. Symbols help everyone. And at some point 305 00:29:44,720 --> 00:29:49,680 in their life, one in five people will have a communication difficulty, whether that's where 306 00:29:49,680 --> 00:29:54,320 they're born with it, whether something happens because they have an accident, whether they lose 307 00:29:54,320 --> 00:29:58,880 speech due to having dementia. That's it, that's exactly it. It's just so many different things. 308 00:29:59,680 --> 00:30:04,800 You actually have a template, don't you, for English as an additional language? Yes. So, 309 00:30:04,800 --> 00:30:12,320 it shows their language translated as well as English, right? We do. So, that's in these standard 310 00:30:12,320 --> 00:30:17,360 packages, but it can be bought as well for home accounts if people wanted to add it on. And there's 311 00:30:17,360 --> 00:30:22,400 separate, when you go to create from a template, there's just a separate set that says dual language 312 00:30:22,400 --> 00:30:26,880 and when you go into there, there's over 80 different languages that you can translate to. 313 00:30:26,880 --> 00:30:31,840 So, it works exactly the same. You type in the English, the symbol will appear and then you just 314 00:30:31,840 --> 00:30:37,920 translate that document and it will pop into the language. So many teachers will be watching this 315 00:30:37,920 --> 00:30:42,800 thinking, yes, I have an EAL pupil and I can't communicate. And actually, we had to bring their 316 00:30:42,800 --> 00:30:48,000 sibling out of another year just to communicate with them. Or they're good at English, but their 317 00:30:48,000 --> 00:30:53,040 parents aren't, whatever. How great that we have this tool on our computer that we're already using 318 00:30:53,040 --> 00:30:58,640 for our learners that can help us communicate with their parents or just helps them embed, 319 00:30:58,640 --> 00:31:02,800 you know, they're learning faster. And how lovely that we can build a relationship with them quicker 320 00:31:03,440 --> 00:31:11,600 because we can use their language without the need for taking their pupil or our lesson or whatever. 321 00:31:11,600 --> 00:31:17,520 And I'm sure that loads of people can relate to that situation that, you know, this pupil just 322 00:31:17,520 --> 00:31:21,360 turns up because often you don't get much warning about these people either. They just turn up, 323 00:31:21,360 --> 00:31:26,080 they cannot speak the language at all and they're clearly anxious. How lovely. But the first thing 324 00:31:26,080 --> 00:31:32,320 you do for them is not only their language, but also pictures. And it just, what does that tell 325 00:31:32,320 --> 00:31:39,040 them? It tells them we're here, we're trying, we're helping, you know, we're willing to learn your 326 00:31:39,040 --> 00:31:45,440 language, we're willing to find a solution. Because how scary must that be, you know? 327 00:31:45,440 --> 00:31:51,440 I just can't imagine. When I went to France, I got so anxious because I couldn't communicate 328 00:31:51,440 --> 00:31:55,040 what type of coffee I wanted and what sandwich I wanted. And that was, you know, that was just 329 00:31:55,040 --> 00:32:00,320 asking for a sandwich and I could speak, I could communicate in English. And I just felt so anxious, 330 00:32:00,320 --> 00:32:06,080 I felt silly, I felt embarrassed. And I would hate that that's how some people feel every single day 331 00:32:06,080 --> 00:32:12,640 because they're not able to communicate verbally. And so, yeah, our aim is to be able to support 332 00:32:12,640 --> 00:32:18,880 everyone in feeling safe and comfortable in the world around them. Yeah, absolutely. Oh, I love it. 333 00:32:18,880 --> 00:32:25,200 I love it so much. Is there anything, any projects that you are working on currently that you would 334 00:32:25,200 --> 00:32:33,200 like to ask to know about or any like promotions or is there anything that you particularly want 335 00:32:33,200 --> 00:32:37,600 to focus on that you'd like us to know that we haven't already covered? We've covered quite a lot. 336 00:32:38,160 --> 00:32:41,280 I've covered quite a lot. Yeah, and we probably, I think there's some questions and things. 337 00:32:42,480 --> 00:32:47,680 Yeah, lots of people are saying, I've used Midget for years. I love it. It has helped us loads. It's 338 00:32:47,680 --> 00:32:53,760 given my child a voice, which is what this is all about, right? Yeah, 100%. Yeah, I've got 339 00:32:54,320 --> 00:32:59,200 photos and symbols all around my house with Velcro dots. Well, you should probably have 340 00:32:59,200 --> 00:33:05,280 shares in Velcro actually. Yes, we should. Velcro dots. Yeah, exactly. With the hope that he will 341 00:33:05,280 --> 00:33:10,640 eventually give me the symbol he requires. He did this for the first time last week. That's amazing. 342 00:33:12,160 --> 00:33:19,120 How exciting. And it doesn't matter how long it takes, but even if they never do, 343 00:33:19,120 --> 00:33:23,200 the fact that you're modelling still helps them with understanding. It still helps them. 344 00:33:24,480 --> 00:33:28,720 It's almost the point of not having an end goal with this. It is just supporting them in the 345 00:33:28,720 --> 00:33:34,640 moment. Helping them to communicate, but also to help them just understand as well. Absolutely. 346 00:33:35,520 --> 00:33:40,560 We do offer as well, Jordan, completely free training sessions that people can sign up for 347 00:33:40,560 --> 00:33:44,720 via the website. So if you get the free trial and you are struggling a little bit, 348 00:33:45,520 --> 00:33:50,720 you can sign up for the free webinars, which are there. And there's also videos as well, 349 00:33:50,720 --> 00:33:55,520 pre-recorded videos for you to watch. We're here to help. And any questions at all, 350 00:33:55,520 --> 00:34:01,280 do not hesitate to contact us because we want people using symbols. We don't want people to feel 351 00:34:02,080 --> 00:34:07,600 scared by the software. We just want to be able to support so that ultimately everyone is able 352 00:34:07,600 --> 00:34:12,240 to communicate. I've got a couple of good questions here. One person said, I'm worried that using 353 00:34:12,240 --> 00:34:16,800 symbols in the classroom might overwhelm some students. Any tips for how I can introduce them 354 00:34:16,800 --> 00:34:23,680 gradually without causing confusion? Interesting question, I think. It is an interesting question. 355 00:34:23,680 --> 00:34:31,040 Do you want to take that one or do you want me to take that one? Yeah, I don't think they would. 356 00:34:31,760 --> 00:34:39,280 I think if anything, it does the opposite. They'll be overwhelmed with words, they'll be 357 00:34:39,280 --> 00:34:42,240 overwhelmed with text they don't understand, they'll be overwhelmed with environment. 358 00:34:42,880 --> 00:34:49,520 I haven't ever in my 15 years ever had a pupil that is overwhelmed by the amount of symbols. 359 00:34:49,520 --> 00:34:55,680 If anything, it's just, yeah, it's more I mean, the only thing would be if they were tiny, 360 00:34:55,680 --> 00:35:00,240 their fine motor skills can't access them. But it would never be because of overwhelming, 361 00:35:00,240 --> 00:35:05,200 it would be because of a fine motor thing. I just make the symbol bigger, or maybe less choice, 362 00:35:05,200 --> 00:35:09,760 maybe. Like sometimes you would just choose two, choose three, but that's not because the symbols 363 00:35:09,760 --> 00:35:15,440 are overwhelming. That's just because their ability is to just process those two things at 364 00:35:15,440 --> 00:35:24,000 once. So it really does depend where your students are. But I would start with it and then pay back, 365 00:35:24,000 --> 00:35:30,720 actually, rather than starting small, I would symbolise the classroom. Symbolising the classroom, 366 00:35:30,720 --> 00:35:34,640 oh my god, talk about overwhelming. My classroom, every cupboard door has something in it. 367 00:35:36,560 --> 00:35:41,280 And it isn't overwhelming because it is the language that they understand. What is overwhelming 368 00:35:41,280 --> 00:35:47,120 to them is if I put text and pictures and colour and all of that over, but actually they don't 369 00:35:47,120 --> 00:35:50,560 seem to get overwhelmed by the symbols. Well, I feel it becomes less overwhelming, 370 00:35:50,560 --> 00:35:54,080 in my opinion, I think it becomes less overwhelming because they know what they want, 371 00:35:54,080 --> 00:35:58,240 they can access everything, they can see exactly what's in there. If there weren't the symbols 372 00:35:58,240 --> 00:36:03,920 there to support, they might think, well, what's in there and become, you know, dis-regulated. 373 00:36:03,920 --> 00:36:10,080 So yeah, I agree completely. A good answer also is where do you start? Well, I suppose start with 374 00:36:10,080 --> 00:36:17,040 what motivates the child. Start with something that you do all the day, every day. Toilet might be a 375 00:36:17,040 --> 00:36:21,600 good one because that's a basic need. I often like to start with basic needs because I think children, 376 00:36:21,600 --> 00:36:25,840 every child should deserve to advocate and understand what's happening to them, those things 377 00:36:25,840 --> 00:36:32,160 that are happening regularly. So things like snacks and drinks and toilet and home time and choosing 378 00:36:32,160 --> 00:36:36,800 their favourite things are really important to the children. So the idea that they could ask for those 379 00:36:36,800 --> 00:36:42,240 or comment on those would be really important to them. And then that might all of a sudden open up 380 00:36:42,960 --> 00:36:49,200 a whole other language for them. I wouldn't start necessarily with symbols or something that isn't 381 00:36:49,200 --> 00:36:56,640 interesting to them or isn't needed to them necessarily. But also, no child has ever been 382 00:36:56,640 --> 00:37:01,600 harmed by overusing symbols is all I want to say. Yeah. And I think just having them around the 383 00:37:01,600 --> 00:37:05,840 classroom, even if you're not using them directly with that child, but so they're seeing them all 384 00:37:05,840 --> 00:37:09,600 the time, if they're on your tray, so they know where the pencils are, they know where the 385 00:37:09,600 --> 00:37:14,080 play dough is. So having them, so they're just seeing them all the time, it doesn't need to be 386 00:37:14,080 --> 00:37:17,360 that you're constantly saying, oh, there's the play dough, there's this. But if they're seeing 387 00:37:17,360 --> 00:37:22,160 them around the classroom and for wayfinding and support, you can then start using them, 388 00:37:22,160 --> 00:37:26,240 like you've said, like we've mentioned, for things that are really motivating to them to get that 389 00:37:26,240 --> 00:37:30,960 communication going. It helps them build connections, right? If they've always seen that picture on the 390 00:37:30,960 --> 00:37:36,640 pencils, that connection is already made without us even trying, isn't it? Yeah, I've just kind of 391 00:37:36,640 --> 00:37:41,280 built that connection. And someone else has put, I'm new to using symbols. How do I know if I'm 392 00:37:41,280 --> 00:37:49,600 choosing the right symbols for my students? So when you type in the software, a symbol will come up. 393 00:37:49,600 --> 00:37:53,440 And then on the right hand side within the software, so for example, drink, 394 00:37:54,080 --> 00:37:58,080 on the right hand side, you get your symbol chooser and it will come up with a number of symbols. 395 00:37:58,080 --> 00:38:02,960 And I would say personally, look at those symbols and choose the one that you think is most relevant 396 00:38:02,960 --> 00:38:09,280 to your pupils at that point. It gives you a selection and you can choose which one is most 397 00:38:09,280 --> 00:38:14,960 relevant to your pupils so you can kind of manage that. Personally, for example, finished, I always 398 00:38:14,960 --> 00:38:20,640 use the hands where they're crossing it. The first one that comes up is more like if something, 399 00:38:20,640 --> 00:38:25,920 if an activity is finished, like a race, it's the grey with the red and a little arrow in, 400 00:38:25,920 --> 00:38:30,000 but I always default to the one finished. And that was because I knew that that was the one 401 00:38:30,000 --> 00:38:36,640 my pupils recognised most. Yeah, the important thing isn't it is to pick one and then be consistent 402 00:38:36,640 --> 00:38:42,320 with it. It almost doesn't matter which one you pick, just be consistent. Similar to my macathon 403 00:38:42,320 --> 00:38:49,120 actually. My macathon isn't perfect, but I do the same thing every time. My kids learn to understand 404 00:38:49,120 --> 00:38:58,640 it every once in a while. So, I'm wondering, we're using words at school, but some parents are 405 00:38:58,640 --> 00:39:05,520 hesitant to use them at home. How can I support them in understanding the benefits? So, I think 406 00:39:05,520 --> 00:39:09,680 it's just sharing those success stories with them about when they're using them in school and how 407 00:39:09,680 --> 00:39:14,000 you're using them and saying, you know, they've done this today, they've managed to communicate 408 00:39:14,000 --> 00:39:18,000 in a different way, they've asked for something, they've told me they didn't want to do something. 409 00:39:18,000 --> 00:39:21,840 So, I just think it's about initially for those parents who are finding it difficult, 410 00:39:22,640 --> 00:39:29,520 is to just share those success stories and keep saying, you know, how positive it is for 411 00:39:29,520 --> 00:39:35,440 not just their child, but for other people as well. And how it just explaining that it might be at 412 00:39:35,440 --> 00:39:41,360 home, they completely understand what their needs are, but their children won't always be at home. 413 00:39:41,360 --> 00:39:47,200 It might be that they meet new carers. It might be that they go somewhere outside of the home. So, 414 00:39:47,200 --> 00:39:53,040 by using the symbols and just saying, thinking of the bigger picture almost, I think that it isn't 415 00:39:53,040 --> 00:39:58,160 just about using them at home in that setting. Yeah, absolutely. And also, just make it really 416 00:39:58,160 --> 00:40:05,120 accessible. So, not every family has a laminator or a monitor. So, maybe just do it for them. 417 00:40:05,680 --> 00:40:11,520 I often say, my weight symbol worked really well for this pupil today. Would you like one? 418 00:40:11,520 --> 00:40:14,800 And I very rarely have parents say, no, I don't know if I ever have. 419 00:40:14,800 --> 00:40:20,640 No. Yeah, we'll try it. And also, don't assume that they even know how to use them. So, 420 00:40:20,640 --> 00:40:27,200 maybe just take the time. We have staff coffee meetings every term, but it could just be 421 00:40:27,200 --> 00:40:32,880 the same. Just saying, this is how I use it and use them as the child and then have another 422 00:40:32,880 --> 00:40:37,120 tenant. Okay, use it on me now. Yeah, that's exactly it. Just building their confidence with 423 00:40:37,120 --> 00:40:41,360 it because they don't want to do it wrong. And I think the fear is undoing all your school hard 424 00:40:41,360 --> 00:40:44,640 work. Oh, you're working so hard at simple. So, I wouldn't want to get it wrong. And it's just about 425 00:40:44,640 --> 00:40:49,920 boosting their confidence in, just give it a go. And yeah, you're doing great. You're doing great. 426 00:40:49,920 --> 00:40:54,800 And if you're unsure, maybe take a video and I can give you some feedback. Of course, it'll be 427 00:40:54,800 --> 00:41:00,160 perfect. And we can boost them that way. So, yeah, don't assume that it's because they don't care. 428 00:41:01,360 --> 00:41:06,480 Often, it's because they don't want to get it wrong. And maybe we're asking too much. A little 429 00:41:06,480 --> 00:41:11,440 bit like parents not wanting to do phonics with their children. It's not because they don't see 430 00:41:11,440 --> 00:41:16,720 value in it. It's because they're scared of getting it wrong. Yeah. They're overwhelmed quite often. 431 00:41:16,720 --> 00:41:21,840 So, parents have got so much going on at home. Often, there's other children in the family as 432 00:41:21,840 --> 00:41:26,800 well. So, you know, it's just about being as positive as you can and like you say, supporting 433 00:41:26,800 --> 00:41:32,080 them. When I was teaching, a lot of parents, more than anything, they did want the symbols, 434 00:41:32,080 --> 00:41:38,080 but quite often they'd want two separate folders, one for home and one for school. And I didn't, 435 00:41:38,080 --> 00:41:43,520 I was a bit strict and I said, I'm afraid I won't be making two folders. It's not because I'm being 436 00:41:43,520 --> 00:41:48,000 lazy, but this is their voice. So, they need to take that everywhere. There isn't one for home. 437 00:41:48,000 --> 00:41:53,760 There isn't one for school. I will add as many symbols as you like to it for you to make it 438 00:41:53,760 --> 00:41:58,640 relevant to home if you need me to. But ultimately, this is their voice. Like they need to be taking 439 00:41:58,640 --> 00:42:04,560 that with them. You take your voice everywhere and, you know, this is the one that they're going to be 440 00:42:04,560 --> 00:42:10,320 bringing. It's about muscle memory, isn't it? They will learn where certain symbols are and be able 441 00:42:10,320 --> 00:42:14,640 to access them quickly. The quicker they can learn it and access it, the more likely they are to use 442 00:42:14,640 --> 00:42:18,960 it, right? Because they will take the shortest route to getting what they need, their needs met 443 00:42:18,960 --> 00:42:24,240 or their wants met. Absolutely. If they're learning muscle memory, right, it's this and this and this, 444 00:42:24,240 --> 00:42:29,520 and that's the same for tablet, but it's also the same for with symbols. They will learn where they 445 00:42:29,520 --> 00:42:35,840 are and press those things. If it's different from home and school, again, it might be the same 446 00:42:35,840 --> 00:42:43,120 pictures, but we're asking them to really find it every single time. It is making a massive barrier 447 00:42:43,120 --> 00:42:49,840 for them. Or if we're moving symbols around, I will find that most of my pupils, I can't think 448 00:42:49,840 --> 00:42:54,560 of one that doesn't, knows where each symbol goes and they like a certain place because 449 00:42:55,200 --> 00:42:58,880 that's what they've learned. It makes it quick. It makes it, they like, you know, systems. It makes 450 00:42:58,880 --> 00:43:04,640 sense. That's their voice. If we were having to think about the word and try and find it every 451 00:43:04,640 --> 00:43:10,560 time and really find it, I'd probably give up speaking because it's just quicker to reach for 452 00:43:10,560 --> 00:43:17,280 it or hit someone for it or cry. If we're wanting them to use it for communication, then we need to 453 00:43:17,280 --> 00:43:27,520 make it as easy as possible. Absolutely. Yeah. And on that note, I suppose, often my questions don't, 454 00:43:27,520 --> 00:43:34,080 my questions that I answer, you need symbols, don't often start with, I really want to communicate 455 00:43:34,080 --> 00:43:40,240 with my child. Usually it is, my child's really dysregulated. They're biting, they're hitting, 456 00:43:40,240 --> 00:43:43,120 they're, or they're not wanting to join the circle. They're not interested in the prayer. 457 00:43:43,120 --> 00:43:52,960 Usually the questions start there. Yeah. But my answer is very often, are they understood? 458 00:43:52,960 --> 00:44:00,160 Do they feel understood? Do they understand? And then the next thing is, you know, what, 459 00:44:00,160 --> 00:44:07,040 how can we support that? How can we support them to understand? How can we help them to be understood 460 00:44:07,040 --> 00:44:14,160 to have a voice? Ultimately, I'm leading to, you need a communication system that they can access. 461 00:44:14,160 --> 00:44:19,680 And that might look different for pupils. It might be, I have widgets on button, sound buttons. So we 462 00:44:19,680 --> 00:44:26,000 have finished. So some of my learners at the very early stages of communication still understand 463 00:44:26,000 --> 00:44:32,160 the finish button and will play every time we are transitioning from an area to another or an object 464 00:44:32,160 --> 00:44:36,400 finished. So we'll play the finish button and we'll move on. That's the start of widget. We've got 465 00:44:36,400 --> 00:44:41,680 a widget symbol on the button. That is the start. You, there is not, you can't start that too early. 466 00:44:43,280 --> 00:44:48,320 These children are working at, you know, three months, cognitively in that, in their communication. 467 00:44:48,320 --> 00:44:53,520 And yet they understand the symbol. It prepares them, but there is about a change about to happen 468 00:44:53,520 --> 00:45:01,200 all the way to children being independent and navigating across the classroom, being able to 469 00:45:01,200 --> 00:45:07,360 transition from one classroom completely to the whole, the other end of the school, being able to 470 00:45:07,360 --> 00:45:12,400 match the board, reading their instructions, knowing what they're going to do in PE, getting prepared, 471 00:45:12,400 --> 00:45:16,800 getting their equipment ready and getting on with it really independently and everything in between. 472 00:45:18,480 --> 00:45:23,440 Absolutely. I had a little boy who, when he came into my class, he was year four and people said 473 00:45:23,440 --> 00:45:29,280 he won't write. He doesn't like writing. He was non-speaking. And I said, but have you given him 474 00:45:29,280 --> 00:45:36,080 any tools to be able to do that? And we read the story, how to catch a star. And then he retold me 475 00:45:36,080 --> 00:45:41,120 when I gave him the core language in symbols, he retold me the story and then rewrote it for me. 476 00:45:41,120 --> 00:45:45,760 And then I gave him alternatives using symbols and he wrote me a completely alternative ending 477 00:45:45,760 --> 00:45:51,920 to the story using symbols. Now, if he hadn't had that, he wouldn't have been able to access it. 478 00:45:51,920 --> 00:45:58,960 He also loved to sing. So he joined in with singing. When I gave him the symbolized song sheet, 479 00:45:58,960 --> 00:46:04,800 he would point to each word and he'd do it to the beat. And without symbols, he wouldn't have been 480 00:46:04,800 --> 00:46:10,400 able to join the session that way. And he just was like a different child. That's exactly it. 481 00:46:10,400 --> 00:46:15,520 That's such a great point that we haven't even accessed. I only know my pupils are able to access 482 00:46:15,520 --> 00:46:21,680 them because I've given them the opportunity to show me. And I facilitated an environment 483 00:46:22,480 --> 00:46:28,400 that enables them to show me what they can do and what they know. Absolutely. It might be the way 484 00:46:28,400 --> 00:46:33,600 if they can or they can't. I would be failing as a teacher if I wasn't at least facilitating 485 00:46:33,600 --> 00:46:41,760 the opportunity to show me what they can do and to have it. And honestly, I'm always surprised. 486 00:46:41,760 --> 00:46:50,080 I have high expectations. I assume competency at all costs. And I'm still surprised often 487 00:46:50,800 --> 00:46:54,080 because these children are so capable when they're given the tools. 488 00:46:54,080 --> 00:47:01,920 They are and he just you know, young people as well. I know adults that totally benefit 489 00:47:01,920 --> 00:47:08,720 from this system. I don't want people to think pictures, picture book children. It's not what 490 00:47:08,720 --> 00:47:13,600 we're talking about here. People with dementia that have been or been through an accident or 491 00:47:13,600 --> 00:47:19,280 whatever. Any reason they wouldn't, they would need support in understanding or in communication 492 00:47:19,280 --> 00:47:25,440 or anxiety would benefit from this. Yeah. One of the symbol friendly projects that we've done with 493 00:47:25,440 --> 00:47:31,040 Nottingham Trams came about was because somebody was starting to travel independently. He'd left 494 00:47:31,040 --> 00:47:37,120 and he'd finished in year 11 and he was starting to go to college on the tram. And that is how that 495 00:47:37,120 --> 00:47:42,400 project came about because that person needed to be able to go on the tram by himself. So there's 496 00:47:42,400 --> 00:47:47,200 symbolised content and that's how Nottingham Trams became a symbol friendly transport system. 497 00:47:47,200 --> 00:47:51,840 And they've got symbolised story to help on there. And they've also got a one page guide 498 00:47:51,840 --> 00:47:57,600 as well that people can use. If someone owns a business, because there's lots of people know, 499 00:47:57,600 --> 00:48:01,760 or they've got links with certain people and think, I want to do that. I want to become 500 00:48:01,760 --> 00:48:08,080 symbol friendly. Is there a clear process or somewhere they can go to start learning about 501 00:48:08,080 --> 00:48:13,280 how to do that? If you go to widget.com and if you pop symbol friendly at the top, 502 00:48:13,280 --> 00:48:18,800 in there it will come up with the main landing page and it's got all the information on there 503 00:48:18,800 --> 00:48:24,000 of who you contact and how we move forward. So yeah, just reach out. If they can't find that, 504 00:48:24,000 --> 00:48:28,720 just contact us on any of our socials and the messages will find us. Great. That sounds awesome. 505 00:48:28,720 --> 00:48:32,160 Yeah. And you are so good at your communication. I mean, it would be ironic if you weren't, 506 00:48:32,160 --> 00:48:38,560 but you really are. Yeah. You do reflect. We talk so. You do. Thank you so much for joining me. 507 00:48:38,560 --> 00:48:44,480 This has been full of all the excitement. Thank you. Have a good evening, everybody. 508 00:48:44,480 --> 00:49:12,480 See you later. Bye. Thank you. Bye. Bye.