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There are always sounds amongst the trees, but we need to take time to listen.

Everyone has the right to their own unique voice!!

One-to-One Training:

Tailored training sessions to empower

you in supporting children/adult with communication needs.

Group Staff Training:

Engaging workshops designed for groups of professionals to enhance their collective expertise in AAC/AT.

Client-Centred Approach:

My passion lies in working with children/adults

to help them develop their own unique voices, enabling them to communicate effectively.

Customised Communication Systems:

Crafting personalised low-tech communication systems

Training

Can be provided face to face or online

Guidance and Assistance:

Establishing an AAC/AT

Department in Your Setting:

Training and Support:

“If you would like to discuss training or seek more information please don’t hesitate to contact me”

"Empowering a unique voices, is the key to fostering understanding and building a more inclusive world."

A Low-Tech communication system refers to a method that operates without the requirement for batteries or electricity. Here are some examples of low-tech communication systems:

Paper-based communication books featuring symbols, pictures, letters and phrases

Individual symbols, photos

Communication boards

Eye-pointing communication books

Touch Cues

Objects of reference

Sign Language

Select a device that can

be easily activated.

(Does the tactile feedback

offer a reward or cause any issues?)

Turn communication into

a game. E.g, use the device to play “I Spy” to encourages a child to communicate

their response

Model the use of the device yourself so adult/child can see how it’s done.

Use colourful and appealing images, symbols icons, sound effects or audio cues that represent the adult/child’s interests and preferred

activities

Include hidden or surprise messages that can be discovered when activated, creating an element of excitement

Include funny or silly

messages that can make the indiviual laugh and encourage them to communicate

for the joy of it

Record short story

prompts on a device

to encourage participation during a story or creating a

story a with symbols or

pictures

Record favourite songs or

rhymes.

Singing along can be an enjoyable way to engage in

communication

Explore your environment.

Open the door, turn around, stop, go,

What’s this way?

Make communication an

enjoyable and rewarding experience. Be patient, encourage and provide positive reinforcement to build

confidence and motivation

"Let your individual voice radiate its uniqueness."

What does AAC mean

Augmentative and Alternative Communication

(AAC) encompasses a broad spectrum of

methods that either supplement or substitute spoken communication. These methods encompass gestures, sign language, symbols, photographs, word boards, communication boards, sound, objects of reference, touch and communication devices

Modelling Communication

This involves pointing to or selecting

words/symbol on a AAC system while you say the corresponding word. By consistently demonstrating words and symbols in everyday contexts, you enable children and adults to grasp the meaning of these elements. This approach facilitates their comprehension of the location of words/symbols

on the AAC system and how they can be

integrated to form meaningful messages

Who can engage in modelling?

Anyone can participate in modelling

communication. When families and teams collaborate modelling communication systems, it enhances the chances of success for children/adults Utilising AAC. It's essential to provide support and encouragement to all members of a family or team, ensuring they feel at ease and self-assured when modelling communication.

What is the purpose of modelling

communication?

Modelling enables children and adults to witness someone else using the same method of communication, thereby enhancing their language skills and promoting greater utilisation of AAC. Modelling can be an effective strategy, particularly for children

and adults who may experience distress or

anxiety, helping them navigate through these situations more effectively.

Begin with modest steps.

Initially, when you commence modelling, it might seem challenging and even awkward. Start with small actions and gradually develop your modelling

skills each day. Concentrate on a few words or symbols to model at a time. As you point to a word or symbol, vocalise the word simultaneously. Over time, with

each modelling experience, it will become more natural and less daunting. The most significant

aspect is to take that initial step.

Remember

Repeated exposure to words or phrases is crucial for both children and adults to effectively grasp communication. Consistent engagement in modeling using communication systems, such as through reading, talking, and interactive play, is valuable for learning where symbols/words are on a

communication system and learning new words

and language patterns..

Please Don’t

presumption that the

individuals we work with don’t require

objects of reference.

We can use objects of reference/signifiers with

everyone and in everyday life

Who can implement it?

Everyone can implement the use of objects of reference/signifiers throughout the day.

Why should we use Objects of reference

To increase understanding of the spoken word

To signal the beginning and end of an activity

To enable children/adults to make their own choices

To enable children/adults to request items and activities

To provide a visual representation of their day

To help to understand and remember

what is happening

We all use objects of reference (signifiers) in our daily lives, such as:

Traffic lights

Sign post (Airport)

Brands or products

Symbols on smartphones, tablets, and computers

Petrol light

Calendar Events

Morning coffee

Home appliances beeping

How should we use objects of reference?

Work together with your child/adult to explore the object of reference.

Allowing time for processing information, especially for those who might

be tactile defensive.

Using relevant language that corresponds to the current situation.

Speaking clearly and unhurriedly. Acknowledging non-verbal cues and vocalisations.

Displaying objects of reference as part of a

daily timetable.

Enhancing Comprehension:

Sensory Stimulation: Many children/adults with complex needs benefit from sensory input.

Touch cues can help children/adults to connect with their environment and understand the context.

For example, a gentle tap on the shoulder along with giving a verbal instruction can draw their attention and help them focus on the message.

Building Vocabulary:

By linking touch cues to specific words or

concepts, caregivers/support staff can help children/adults expand their vocabulary and comprehension. This association between touch and language can serve as a bridge for communication development

Transitions:

Transitioning from one activity to another can be challenging for children/adults with complex needs. A gentle touch or handholding can provide reassurance and signal a change in activity.

Click on the

hand

to find more information about

touch cues

Emotional Regulation:

Individuals with complex needs might find it challenging to comprehend and convey their emotions. Physical gestures like a reassuring touch can assist in managing their emotions and offering

a feeling of safety.

Predictability:

Regular use of touch cues in a supportive and non-intrusive manner can create a predictable environment, which is crucial for children/adults with complex needs who may struggle with uncertainty and anxiety. The children/adults learn to associate touch

cues with positive and safe interactions.

Ready to work

Tap index finger

Goodbye

Palm to palm moving backwards and forwards

More

Put one hand on top of the other

Hello

Circular

movement

on the back/palm

of

the hand

Finish

Brush from

shoulders down the arms

We are moving

Three taps

on the shoulder

Jennette was a fantastic support to my non-verbal child, Jennette custom-made communication resources to suit my childs individual needs including pictures of food/drinks/condiments in individual restaurants to enable my child to order their own meal instead of the choice being made for them without them having any input. My child is now able to communicate her needs using various methods - Makaton, PECS and a communication device which Jennette helped to obtain for my child and repeatedly supported me to use and update it.

My son was initially reluctant to speak as his delayed speech was very unclear and he was frustrated with others not being able to understand him within a few months of participating in Jennettes fun 'chat club' he was much more confident about speaking infront of others to the extent that he is now a chatter-box!. I was concerned that my son did not understand his different feelings and emotions so Jennette worked with him using software to identify the feelings