Hi, my name is Jordan. I am a special education
teacher from the UK. I share my passion for everything
communication, sensory regulation and fun lesson
ideas for my classroom of disabled pupils aged
4 to 11. Each week I am joined by experts in
the field answering your questions and sharing
our knowledge and experience working alongside
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today. Now to the episode. Hello everybody and
welcome to the Sensory Classroom podcast. My
name is Jordan and today I'm joined by speech
and language therapist Kate Mills, who's katemills
.slt on Instagram. Kate is a speech and language
therapist based in South West London and works
with children up to the age of 11, so the same
as me. And I'm so excited to talk to her about
guess -out language processing today, especially
in the early years. I get so many questions about
what it looks like for non -speaking children
as well as... All the stages of gestalt language
processing. Maybe we could go through those today.
Autism and, yeah, early years development in
general. Hello, Kate. Hello. I'm so pleased to
have you today. Thank you so much for accepting
my invite. Thank you for inviting me. I am so
keen to talk about early years today. I get inundated
with questions whenever I talk about gestalt
language processing. Let's start with a big question
that I always get. Can non -speaking children...
be showing signs of gestalt language processing
through how they play and how they imitate through
their body. Can we talk there? Yes, we can. That's
a really good place to start, I think. So yes,
we can definitely tell that a child is a gestalt
language processor, even if they're non -speaking.
Language processing is all about how we take
in language, right? So it's not about what we
express. So if they're non -speaking, they don't
have to be saying anything in order to show us
that they can. that they process language in
a particular way, but we just need to look out
for the signs. And there are lots of different
signs that we can look out for. But if we're
talking about those specific signs that are to
do with the way that they're using their body,
there's something that's called echopraxia, where
the child uses, they copy movements and actions
from particular shows or particular things that
they really enjoy, and they act things out with
their body. And I find that so fascinating because
as soon as you notice it, it can be quite hard.
recognize but as soon as you notice it that's
when you realize like yes that is exactly how
they're processing language and if we can understand
how they're taking language in then we can help
them figure out how to express in the best way
that's suitable to them so it's yeah that's one
of the kind of signs that you can look out for
for non -speaking children but there are many
many other signs and quite often a really key
one for my non -speaking children is that I often
see them rewinding at certain parts of videos
to re -watch certain parts that they really enjoy.
And then they might act it out. They might imitate
a sound that they've heard on it. They might
just imitate the intonation that they're using.
There are so many different things that they
can do to show us how they process language.
I find it so fascinating. It's so interesting.
For me growing up, I mean, I've only heard of
gestural language processing in the last couple
of years. But through my career, I've definitely
seen signs of that. I've definitely seen signs
of, yeah, rewinding VHS tapes. I mean, that's
how old we're talking about here of rewinding
and rewatching and rewatching and going over
those phrases or just really enjoying that repetition.
How do we know if it's not a special interest
autism? that just gives them a dopamine hit and
it's gestalt language processing or is it kind
of all one and the same? I would say it's probably
all the same because a child would maybe a child
that is is just showing characteristics of autism
they might kind of do something over and over
again because they really enjoy that as you said
that dopamine hit but With a child that's rewinding
a video, they would rewind it to such a specific
part that they would rewatch that specific part.
And when you tune into that and when you figure
out what is it that they're actually watching,
then that's when you can figure out, OK, is this
just like an autistic characteristic or is it
the fact that they really enjoy that specific
part for that reason, whether it's the music?
the sounds the maybe the actions maybe the things
that are on the screen that's uh maybe it's the
particular character that comes on the screen
or something like that that will tell you that
that is a gestalt language processor so they
kind of overlap but I would say usually when
they're rewinding to that specific part that
is a really kind of key characteristic that that
child is a gestalt language processor and they
can do that obviously if they're speaking or
non -speaking but we tend to see it with those
non -speaking children and that's in that's kind
of a key sign that we notice. when they are non
-speaking because we don't have any words to
go off. So we go off what their actions are and
what they're actually doing with media that they're
watching. So if we're seeing that in a non -speaking
child that we work with or live with, what can
we be doing to encourage that communication,
encourage that interest in language to help their
development in? communication reception? So what
I would say is that the key thing is, is that
you want to watch that video back with them to
see exactly what it is that they're looking at.
And you might need to watch it a few times. Quite
often when children are watching something, usually
they're watching it on phones, I find, because
then they can rewind it a bit easier. So if they're
watching on a phone, I quite often say to parents,
just screenshot it so you can see what the minute
is, what video it was, so you're not interrupting
that play. And then later on, watch that video
back and see what is it that they're really enjoying
and this is what we call detective work right
so we're figuring out we're being a detective
we're figuring out What is it that's really interesting
about this part of the video that means something
to this child? And from there, once you've figured
out, you may not be able to figure out exactly
what it is, but maybe you can, you know, maybe
there's a song, maybe there's a sound, maybe
there's a character, and then you can figure
out, you can try and use those different things
kind of throughout the day. Quite often it is
a phrase or a song that the child will enjoy,
not all the time, but if it is, use that phrase.
make a note of that phrase make a note of how
they say it maybe record it on your phone so
that you remember and then use it with them either
play it back to them or say it yourself in the
the same way that the character is saying it
and use it at different points throughout the
day that is always a really key one because that
phrase obviously means something to that child
so we want to show them there are lots of different
ways that you can use this phrase even if it's
not exactly in context, because it is in context
for the child. It just might not be for, you
know, if you don't understand that phrase or
that situation that they've picked it up from,
you might not necessarily understand that that
means something to them, but it does. So we're
going to use it in lots of different contexts,
even if it's not a perfect fit for that context.
Absolutely. I'll give some examples, actually.
I've got some beautiful Gestalt language processors
in my classroom and I find it so fascinating
what phrases they're picking and how they're
using them in context. So, for example, I've
got one student who, when he needs something
from us, he takes a statement from number blocks
and it's, I need a friend to give me a push.
And it's because in that context in the show.
he's on the swing on his own and he needs a friend
to come over and help him push the swing but
he'll use this when he wants a drink when he
wants to go to the toilet when he wants like
help with anything it's a need to friend to give
me a push and it's great because now we know
that it gives that context to his meaning behind
that and then we can help him and we can yeah
honor that attempt of communication I suppose
I've also had some others as well that They will
say a phrase when they know I want an answer
from them, but they don't really know what answer
I want or need. So it might be good morning and
I'm waiting for a good morning, a hello or anything.
And then they'll say something seemingly completely
random. And in my view, it's just because they
know I want them to say something and they don't
really know what it was that I want them to say.
And this phrase sounds good in my mouth and feels
good for me. is that you that you're wanting
is that kind of gestalt language processing as
well so quite often that happens with gestalt
language processors because they're taking a
phrase from their bank of phrases that they've
already got and they're just using it to kind
of put in place so it may be that they just don't
have enough phrases so they're just using whatever
phrase they already have and they're using it
within that situation or maybe they are used
to being prompted with an interaction and they
think, well, when someone says this, this is
what I have to say. So they're used to that prompting,
which is not helpful for a gestalt language processor
because they're used to developing language naturally
and they don't respond well to prompting and
giving them prompts for different things. So
I would say within that situation, the best thing
to do is to give them a phrase for what they
are trying to say. So maybe it's that we try.
and reduce our questions or eliminate our questions,
especially if they're an early stage gestalt
language processor. Or maybe we... ask a question
but we give an answer for it so that they've
got a phrase that they can use so they're just
not they're not drawing from this bank of phrases
they have because that's not enough for them
to be able to answer and that's why we see children
struggling to answer questions in those early
stages is because they either just don't have
enough phrases in their bank or they're just
not ready to use flexible language so they're
not able to answer a question and That's different
from receptive language. They might be able to
understand what you're asking them, but they
might not have the expression in order to answer
that question fully. So maybe offering a sound
button or a gesture or something to just completely
reduce that demand for communication in that
context. While also offering a phrase that they
can use if they want to. Exactly. So we want
to offer a phrase in whatever form that might
be. So it might be spoken. It might be through
the use of AAC. It might be low tech. So it might
be paper based. It might be using a sound button.
I often find that sound buttons or high tech
AAC is really good for gestalt language processors
because they love that auditory aspect of it.
So they love listening to it. Yeah, and it's
the same every time. Whereas obviously paper
-based, if we're talking about it, our inflection
might change, our pace might change, and then
it's not the same for them. And for them, it's
that whole chunk that they're taking in, right?
So it's not just the phrase. It's the melody
that goes with the phrase as well. And that's
why it's so important that we keep it the same.
Sound buttons are so helpful because we can record
it with intonation. You can obviously do that
on high -tech AAC as well. But on a sound button,
it's just there. It's really quick. It's really
easy to press. And yeah, it offers a different
way of communicating it. We're accepting any
form of communication. within that interaction
but we're offering an alternative way to engage
in that interaction and that is so beneficial
for the child because then they've got a way
to communicate with you. Absolutely and I love
recording them doing it too because then they
can listen back to their own voice it then helps
them to hear their phrase and their voice in
a completely different way than how they usually
are and they just seem really interested in this
and it's really is investing in their phrase.
and give it, well, honoring its meaning to them.
Definitely. One of the toys that I actually use
a lot within my therapy sessions is one of those
talking parrots where you talk to it and then
it talks back. And it's the best thing because
sometimes children that I haven't heard using
phrases, but I've heard them using those long,
unintelligible strings of language. Sometimes
I'll give them that toy and then they'll start
talking to it. And it's like, because they're
hearing themselves back, they're echoing all
the... the parrot is echoing them so they're
hearing themselves back and then they're going
that wasn't very clear let me say it again let
me try again let me make it clearer and then
they use more language they're they're trying
to communicate so much more and it's just amazing
to see and that's the same thing that the sound
button does but obviously it's a bit more you
have to press it and do whatever you need to
do to record it so it's a bit harder for the
child to do but a toy like that especially in
early years is so engaging and so interesting
for them yeah i mean god what how motivating
and it also puts it in like a higher pitch as
well so it makes it even more inviting to listen
to exactly yeah we've had some lots of to and
fro's with yeah like you say talking parrots
singing cactuses there's all sorts of wonderful
repetitive toys up there isn't there now and
we're so lucky to live in this kind of generation
i suppose of There's such great electronic toys
out there, which suits Gestalt language processors
so much. When I was growing up, Gestalt language
processors would have to have a VHS and literally
rewind and fast forward. And like, it was fine.
But I can imagine now with high tech AAC, you
know, it's all on tablets with BBC iPlayer on
their tablets. You know, I've got some students
that literally talk through BBC iPlayer. They'll
find a different program, a different section,
and they'll be talking through that. Yeah, sound
buttons, all these toys. We're just so... I'm
so fortunate and I'm so excited for what it's
going to be in the next 20 years, you know, what
that's going to look like. Now we're understanding
gestalt language processing and speech and language
in general just so much more. Exactly. We've
spoken a little bit about how high -tech and
low -tech can support gestalt language processing.
Is there anything we can do to make low -tech,
you know, some schools and parents are waiting
the lengthy process of having a high -tech AAC
device or... Funding for sound buttons and electronic
toys. Meanwhile, obviously we want something.
Are visuals and low -tech AAC worth trying with
desktop language processing? What are some ways
that we can utilize those to really support learning
whilst we're waiting for these more expensive
resources? Definitely. It's definitely worth
trying low -tech. Just because I've said that
children that are gestalt language processors,
they like that auditory feedback. They like to
listen to it in the same way every time. They
like that intonation and melody. It doesn't mean
to say that you can't use low -tech. Low -tech
can be just as good paper -based. is absolutely
fine. But we just have to remember to be the
model that does that intonation for them. Some
gestalt language processes can be cognitive gestalt
language processes as well. And they like to
read the words on the AAC, whatever that might
be, whether it's low tech, mid tech, high tech.
So having a paper base can actually be really
helpful for those children that really like reading
because they can actually read the phrase that
you've written on the board. Interesting. So
I have quite a few children who I do use low
tech with because they prefer it over the high
tech because they can read it in the way that
they intended for it to be. And it really solidifies
their language even more so than just having
spoken language or sometimes they don't enjoy
high tech as much. I would say it's not to do
with how you process language as to which AAC
you're choosing. It's more about the individual
child and what works for them. So the best way
to look at it is can we, what their strengths
are, can we look at what they enjoy and then
figure out from there, try out a few different
types of AAC and then go from there. But definitely
start with low tech, start with a board with
lots of different phrases on it. lots of different
communication functions and model it with intonation
when you're modeling it. So maybe the child points
to the phrase that they want to communicate,
or maybe they're just exploring and they point
to a phrase, then you can model that phrase back
to them, but with that melodic intonation in
your voice. So there's definitely ways around
it. There are definitely ways that we can use
low -tech and there are children that prefer
low -tech. It's not a case of one's better than
the other. So interesting. I know maybe we should
talk about the stages actually because it obviously
starts with whole phrase and it gives it meaning
but then it it develops you hope but you know
it seems that they go through these stages so
we've spoken a little bit about what it looks
like when they're non -speaking we've spoken
a little bit about what it looks like when they've
got these whole phrases that they've learned
that mean something to them what is the next
step what are we looking for to know that learners
are kind of moving on to this to the next stage
stage two Yeah. So with the different stages,
so we've got six different stages that our gestalt
language processes go through. It's called natural
language acquisition framework. And in stage
one is where we're talking about that whole chunk
that we've just spoken about. So that whole phrase
that they've learned. And then when we get into
stage two, that's when they start mitigating
or breaking apart or mixing and matching phrases.
So it might be like time to go outside and let's
go to the toilet. And then they swap them around
and they say time to go to the toilet. Did I
get that the right way around? You'd swap it
round. So they would take part of one phrase,
part of another phrase and swap it so that they're
mixing and matching. To give it a different meaning
or to make it more meaningful? Is that kind of
what they're playing with there? Yeah, they're
just... playing with language and taking part
of one phrase and taking part of another phrase
and mixing and matching it. So they're realising
that these phrases can be broken up and still
have meaning rather than it can only be whole.
Okay. Yeah, exactly. So they're sort of playing
around with it to see what else they can do with
language. If you think about an analytic language
processor, so a child that learns language through
single words and then two word phrases and then
onwards to full phrases, they would be playing
around with different words and seeing how they
fit together when they... get to that two two
word stage so they'd have the word biscuit and
then they'd say more biscuit mummy biscuit you
know they'd be putting those two words together
it's the exact same for a gestalt language processor
in stage two it just looks a bit different in
terms of they take They break their phrase apart
and they stick it together with other phrases
to see what they can do with it. Then we get
to stage three where they start using those single
words and two word phrases a bit more. Which
I think is really interesting because so often
it looks like they're going backwards because
they've had these whole phrases that are beautifully
grammatically correct, that are said in the correct
order. And then all of a sudden, they're saying
non -words like flied. They flied away or they,
like, you know, all the words are kind of a bit
jumbled up and then it sounds not grammatically
correct. And lots of people that aren't understanding
the stages of gestaltlanguages might think they're
going backwards. Not. They used to say that beautifully
and now they're not. Now they're... saying a
bit jumbled or they're saying in past tense when
it should be present or whatever. But really,
that's really exciting, isn't it? That's the
exciting stuff because they're then generating
those words on their own. You know, they haven't
heard that anywhere else. I heard one the other
day and that's when I knew that my student had
got to this next stage. We were watching the
Gruffalo and it's where the Gruffalo spins the
mouse around. And he said, Gruffalo spanned mouse
around. And I said, he's never heard spanned
before. isn't a word that made that up you know
it's come from somewhere else he hasn't heard
that phrase before that's so exciting and I could
like I was almost dancing I was like oh my goodness
because before it was all learned phrases so
but from an untrained ear that would be that
would be seen as a backward step because before
he would always say it perfectly and grammatically
correct because he was saying the learnt phrase
that it says in the programme. I think it's so
important to understand the stages because if
you don't understand the stages, you don't understand
where you're going with therapy because it does
seem really backwards. But it's not actually
backwards. It's just that the Gestalt language
processor has two more stages to get to before
they meet the analytic language processors at
the point where they start. So they've got these
phrases, these stages, sorry, of whole phrases
and then... breaking apart and mixing and matching
phrases. And then they get to the single words,
which is where the analytic language processes
start. So it's so important if you think a child
you're working with or your child is a gestalt
language processor, it is so important to do
your research and figure out what these different
stages are so you can understand it better. And
the reason why they don't get to that grammar
until later is because their grammar is going
to be good when they're copying chunks because
they are echoing. what they've heard. And more
often than not, we are going to use good grammar
when we're modelling phrases or especially when
they're reading it in books or listening to it
on audio tapes or watching TV shows. More often
than not, it is going to be good grammar. Sometimes
you do get children that use bad grammar, but
it's in those early stages. But if you figure
out, do that detective work that I spoke about
and figure out where did they get that phrase
from, then you will understand that, okay, that
phrase was fully echoed from. the show or from
the person. Like in some shows, like Peppa Pig,
for example, or Bing, because they're childlike
characters, the childlike characters often says
things like in a childlike way, which I almost
hate for Guess What Language Phrases because
it's teaching the wrong phrase. But Guess What
Language Phrases love those kind of really emotive.
But Bing has fantastic intonation. I feel like
lots of my guest up language processors love
Bing and relate to him in lots of ways, but often
doesn't say things grammatically correct. So
that's when you might get those kind of crazy.
Yeah. And sometimes I think another thing to
touch upon is that's really important to know
is that if you speak more than one language at
home, it's so important to do your GLP therapy.
in your home language, in your strongest language,
because you potentially will be modelling bad
grammar in English if you're not strong enough
in English. And that could cause some difficulties
or it might make it harder for us to understand
where that child is at. But it's so important
that that child hears their home language, for
one, and has that cultural identity, but then
also gets a really good, accurate model of language.
in whatever language you're speaking to them
in that context at home they would maybe get
in their home language and then at school they
might be getting their you know whatever country
they're living in language and then is that okay
to be like a dual language is it harder is it
the same so There's so much research on bilingualism
now, which I'm so happy about. So it's always
a positive for a child to speak more than one
language because essentially you're giving them
more words and more ways of saying things. So
regardless of the child's ability, their age,
their stage, whatever, it doesn't matter. Speaking
more than one language is really good for cognition,
language and learning development. So I always,
always say, please speak in your home language
if you want to. It can be really natural for
people to speak in more than one language, even
within the same environment. So maybe at home
they speak English and whatever their home language
is. And that's also OK because that's what you
naturally do. I would just say. regardless of
whether your child is a gestalt language processor
or an analytic language processor, whether they're
autistic, whether they have a language disorder,
it doesn't matter. Speak in your most comfortable
language, whether that's mixing between them,
whether that's just speaking in your home language
at home and then the child's just getting there,
if it's English or whatever at school, that's
okay. They will pick up on language. It will
give them more opportunities to hear different
words and different phrases. And I suppose if
the parents have different home languages, then
they would speak their home languages and the
children also would get a benefit of that too.
Exactly. Makes it harder for people that then
don't speak the language. But that's the same
with every child, right? You would just learn
a phrase. Usually that's what we do when we work
with children is that we learn the phrase that
they like. We might not use it ourselves, but
then at least we're listening out for it. So
we understand what it means when they are communicating
it. But it's such an important thing to kind
of mention because... So many people will say,
well, I can't now use my home language because
it's going to make such a difference and it's
going to delay their language. It doesn't cause
any delays. Speak it. We need to make sure we're
keeping that cultural identity for that child.
And it is actually really beneficial. So just
use it. It's really helpful. And that's something
I really didn't know, especially about the gestalt
language processes and any kind of cognitive
disability that it wouldn't hinder, which is
great. I hear it about visuals as well. You know,
if I use visuals or AAC, maybe they'll never
speak. And it's the same, isn't it? It's just
offering, I guess, for the same reason. It's
offering just more language, just more opportunity,
more words. So it's all good. Exactly, exactly.
And I think with everything, we question things
too much, which is great that we're kind of questioning
what we're doing and how we're supporting. But
sometimes I think we overthink it. And it's just
a case of use as much language, as much visuals,
as many visuals, as much as you can in order
to support that language development. It doesn't
really matter what it looks like. Everything
we do is going to be supporting them. So whether
that's speaking another language, whether it's
using. gestures instead of Makaton signs because
you don't know them then that's still beneficial
obviously the ideal is to use as much as many
different types of communication as we possibly
can to support the child to develop that language
and that community those communication skills
so yeah it's really really important that you
use as much as you can that's really helpful
you said that get out language process stages
kind of then catches up with analytical stages
in your experience is it Do they always eventually
get there or not? I suppose that's something
that a lot of parents would not show. Like, will
my child, if they're showing those early signs
of whole phrase learning, will they always catch
up? Or sometimes do they stay at a certain stage
and then? Yeah, they might just stay at a certain
stage. It's one of those things that's impossible
to predict. It's like when parents ask, is a
non -speaking child going to speak? I don't know.
I can't predict how the child is going to react.
All I can do is use these strategies with this
child and use AAC so that we're giving them a
different mode of communication and then seeing
from there, do they develop? language do they
move through the stages another thing with gestalt
language processes is often they're in more than
one stage at one time so it's not just that they'll
just be in stage one they could be in stage one
and two they could be in i've seen a child that's
been in all of the different stages all at once
but so they could be in multiple stages in one
go but if they're just in stage one and they're
in those early stages and we we use aac and we're
not seeing any kind of change we might be thinking
we're using the right approach is there anything
we can do to change it and we'll be kind of problem
solving to see what can we do to give this child
the best opportunity to develop their language
but it is impossible to predict if they're going
to move through the stages or not yeah that makes
so much sense and I get lots of messages as well
from early years teachers who are now SEN teachers.
I mean, all teachers are SEN teachers now. So
often they end up in my DM saying, I've got this
kid. What do I do? As a speech and language therapist,
what are some things that you would hope to see
in an earlier setting? that can kind of support
all children because let's face it at that stage
so many children now are coming into early years
with undeveloped or pre -developed speech or
yeah usually not understanding actually it's
usually like speech what are some things that
earlier settings can put in place to support
all children to help understand language and
communicate better Yeah, so that's a big question.
But I think the key things that I would think
about would be how can I make the environment
friendly and communication friendly for everyone?
So one of the things I would think about is using
a visual timetable that lays out the structure
of the day. We don't want it to be overly complicated
because then that's going to make it really hard
for you to keep up with it. And it's going to
make it really visually overstimulating for all
children. But using a visual timetable can just
be for those key events that happen. Those key
changes can be really helpful. And when you're
using the visual timetable, try and use it in
the same way every time. So, you know, if we
have it up, we're just going to have it up vertically
in the classroom every day. Keep it in the same
place. Keep it in the same structure. We're not
going to have it vertically on the board one
day and then horizontally on the wall the other
day. We're going to keep it the same. And when
you're using the visual timetable, just to make
sure that you're showing the children what's
happening. So you're kind of showing the visual
and labeling it and saying it's time for circle
time. And then you're sticking it back on to
show them that's what's happening now. And then
when you finish, you're taking it off to show
them it's finished and you're putting it away.
So the way I say it is when someone walks into
your room, anyone will be able to tell what lesson
you're in because they'll be able to look at
the visual timetable. There are so many, so many
reasons why visual timetables help, but they
can be really good for expression as well, because
as well as understanding. Usually we think it
just supports with understanding, but it's not
just understanding that it helps because yes,
you're using a visual to help them understand
what's happening throughout the day, but you're
also giving the child an opportunity to then
communicate something that they want because
they might go up to the visual timetable and
point or they might. pull off something and show
you. So definitely use a visual timetable really
consistently. Try not to over clutter your space
because a really busy environment can be very
overstimulating for a lot of children. Lots of
people just relate that to supporting autistic
children. But I would say it's not just about
a busy environment doesn't just. distract autistic
children it distracts children with language
difficulties with lots of different um neurotypes
it does kind of it can also but still be visually
cluttered can't it so yeah if you've got clear
boxes they could everything could be tucked away
but it's still quite visually cluttered so you
could have a curtain over or you could have opaque
boxes it's things like that as well as Obviously,
if it is actually cluttered, then that's a problem
too. Everything could be away and it could be
quite a tidy classroom, but it could be quite
bright or quite patterned. Exactly. And when
we have display boards, we quite often like to
make them look really jazzy and interesting.
But that can be really distracting sometimes.
So I would say keep them really simple if you
can. Just you're still displaying things that
you need to display or that you want to display,
but you're not over. It's not becoming overstimulating.
I see all these lovely things on Instagram where
teachers are making all these amazing boards.
And I just think. that's great but we need to
make sure that they're not too much because if
they've got things popping out of them and they've
got loads of bright colours and loads of patterns
and loads of shapes it can be so overstimulating
for any child. So just try and reduce that a
little bit and see if that kind of... Is that
including visuals? So if you have lots of core
boards out and visuals and symbols out and about
can that also be overwhelming and overstimulating
or is that not an issue because it's, I don't
know, helpful? I don't know. How much is too
much? Yeah, I would say there's still got to
be a balance of that, right? So we don't want
to have too many different communication aids
out all in one go because that will be really
overwhelming. And the way I think of it is if
it's overwhelming for me, it's definitely overwhelming
for a child. So just making sure that you've
got the things out that you need. no extras you
know we're not going to put out loads and loads
of different visuals for loads and loads of different
things but we've got the things that we need
and we're putting away the things that we don't
need right now so that we're keeping that space
clear the environment needs to be really consistent
so keeping things if you've got a visual in a
set place that can stay but if there are visuals
or um aac that you're using for a particular
activity then by all means you know bring it
out for that activity but then put it away afterwards
because otherwise it can be a bit too much so
I would say it's all about getting that balance
between how much you're actually using and how
much you're kind of making sure that you're tidying
it away when you don't need it yeah that makes
so much sense and then I suppose we were talking
about languages before but then symbol languages
is an interesting one i've been into classrooms
that have i don't know twinkle visuals for their
timetable but then they have a student using
proloquo aac so that's symbol sticks and then
they also have widget symbols that are for their
choice boards and around school does that is
that the same as using lots of different languages
and it's all okay or is actually could that be
quite confusing for the child because there's
lots of different symbols meaning the same thing
Some children might be able to cope with that
and they might be able to understand all these
different symbol languages, as you put. But some
children might find that really tricky because
it's a different way of saying the same thing.
It's like giving them a whole different system
for exactly the same thing. I would say if you
can keep it consistent, then keep it consistent.
But sometimes we can't because we don't have
access to the right resources. Interestingly,
there's like, we used to think there's like this
hierarchy of which kind of visuals are easier
to understand and which ones are harder. But
we now think that it's actually down to sort
of more preference as to what the child enjoys.
There is not that one thing's easier than another.
Some children like pictures so we can use pictures
to support them. Some children, they... able
to understand those symbols that we're using.
So we use the symbols, but usually try and keep
it the same if we can for that specific child.
And if we're talking about the whole environment,
try and keep all of those symbols the same for
the whole environment. If there's one child that
needs a different kind of visual, like an object
to support their understanding or expression
or a picture, then we can use it for that specific
child and then keep the whole class. really consistent
for them. The baseline is consistent and then
it's individualised from there. Exactly and we
know that as long as we're using it consistently
that the child will be able to pick it up usually.
So usually you won't have to make any individual
adjustments it will just be the occasional child
that you might need to. As long as you're being
really consistent then it should be okay. I suppose
if teachers are listening to this and they're
thinking I definitely need more visuals in my
classroom, you know, but we don't want them to
spend the whole weekend creating everything all
at once. Where's a really good place to start
for even an activity or in the classroom? Where
is the first step as to introducing visuals into
your classroom? Is it the timetable or is there
something else? I would say a timetable is like
the easiest one because everyone understands
it. So if you can get a timetable up, definitely.
get it up and make sure you kind of got it all
ready. Otherwise, I would say, see if you can
use symbols or pictures that go with whatever
activity you're doing to help the child kind
of match up what you're doing physically with
the symbol and the writing. So it could be that
we're just using a visual, like a board. It could
be a board that's a core board of words that
are... kind of the what we mean by core core
words is those words that we use 80 percent of
the time in our language so we use you know all
these words like stop more go um you know, finished.
Yeah, exactly. All these different words. It
could be helpful to try and get a core board
out and ready to go. If you do know that you
have a gestalt language processor in the room,
then having a phrase board could be really helpful.
Just a board of different phrases that the child
could use to communicate. And the parents could
help build that, right? Because the parents will
know all the phrases that they know. You don't
have to start from scratch with this. Get the
parents or carers involved in this because they'll
be able to write 20, 30, 40 phrases that they
know that you can then create. If you're talking
early years, you might not know them that deeply
yet. Get the parents involved. Give them a copy
too. Get them to do it at home. Definitely. And
it's also OK to use something a bit more generic
if you're not sure, because a lot of our children
in early years might not be speaking. They might
not be showing those obvious phrases that they
can use. So it's OK to start with a very generic
phrase board that has lots of different communication
functions and like phrases that go with those
different communication functions. Like, I like
that. Look at that. Let's go. open it whatever
it might be those just have a board of these
phrases and see what happens and then at least
you've got it for the whole class and you can
use it for lots of different activities so essentially
we've got a core board of individual single words
for those analytic language processes but we've
also got a core phrase board that we're using
that we're using for those gestalt language processes
and Yeah. And then if you can make an individualized
one, get parents to help you. Don't do all the
work. Get them to have a go and give you some
phrases because they will know. more often than
not, they will know all the phrases that the
child uses. So I would say those are probably
the best place to start so you're not overwhelming
the classroom and not overwhelming yourself getting
your classroom ready. Absolutely. And just to
say, if you're listening to this and you want
to get started, I've got all of this on my website
and it's already done for you, which is why I
do that because whilst I'm setting up my classroom,
I might as well be setting up yours as well.
So on my storage drive, there are lots of core
boards and phrase boards and symbols and visuals
for your classroom and timetables. there's a
core word program there's all sorts of stuff
on there so if you're wanting to get started
but don't really know where to start head there
and at least it will get you give you an idea
of how to get started and then you can individualize
from there and you've got a great support system
as well especially for those parents do you want
to talk a little bit about that Yeah, so I offer
speech and language therapy sessions face to
face, either at home or in schools or nurseries
in southwest London. But I also have a parent
advice hub, which is something that parents can
access wherever you are. And it's just an online
30 minute session where you can chat to me about
any questions you might have about your child's
speech and language development. And yeah, it's
just a space where you can ask. Any questions
without judgment. And I can give you some tips
and strategies to support your child. Quite often
what we need when we're working with communication
is we need individualized approach. So using
all this generic stuff that we see online is
a great place to start. But we need to individualize
it for that child. We need to make it really
specific for them. If, yeah, accessing something
like My Parent Advice Hub could be helpful because
then you're getting a little bit of support without
having to sign up to therapy. And yeah, you can
just ask those questions. I think it's such an
incredible offer because so often speech and
language therapists have a really long waiting
list, especially if you're going through the
NHS. And in schools as well, they're really hard
work. You know, we've got one speech language
therapist in our whole school that tries to spread
herself so thinly across, you know, the entire
need. able to just ask these questions for 30
minutes might really set you up to succeed rather
than having to wait and having nothing whilst
you're waiting so I think that is an incredible
offer for parents to just be able to just start
and start in the right way as well because there's
lots of bad advice out there online too and lots
of old -fashioned advice and we want to make
sure that you're doing giving your learner and
your child the the best start possible don't
we exactly and the the advice hub can be helpful
for getting those first steps i would say i've
i've done it with some families where we do a
few advice hub sessions every so often just to
kind of catch up but i would say ideally if your
child needs therapy we'd give them some therapy
but if you can't access that then at least this
is something that you can access for the moment
Absolutely. And you're talking to an expert,
which is what we need. And you've got access
to an expert, which is so often very difficult.
Thank you so much for joining me today, Kate.
I'm going to leave in the description below,
I'll have the link to the Parent Advice Hub and
I'll also have a link to your Instagram as well
so that people can check her out. Amazing. Thank
you so much.