“Communication is the exchange of information with others. It is a process of sending and receiving messages. People communicate with signs and symbols, such as words, drawings, and pictures. They also communicate with behavior.”
(Alvare et al., 2005, p. 29)Nursing Assistant Care. Albuquerque, New Mexico: Hartman Publishing.
I CAN (2019)Talking Point – Useful Information., a UK based organization specialised in supporting children with additional needs in communication, identifies the following features of Speech Language and Communication needs:
Children and young people with speech, language and communication additional needs may have difficulties listening, understanding and communicating with others and may need support to develop speech, language and communication skills.
Linked to this additional need is the need to be able to communicate in a language other than a first language.
- Organize the class in small groups to reduce fear of expressing oneself in front of a large group. (DPLDifficulties with producing language)
- Create quiet spaces within the gym that children can use to talk in small groups. (DSSDifficulties with speech sounds) (DUODifficulties in understanding others) (DULADifficulties with using language appropriately)
- Create spaces where pupils can take some time-out, (e.g. a mat which can be used to sit on when a pause is needed). (DUO)
- Develop a friendly and supportive ethos within the gym that encourages children to request help or clarification if required.
- Use visual stimulus, such as pictures, to convey meaning.
- Create a relaxed positive learning environment.
- During teaching and when providing oral instructions minimize background noise so that children can focus and process verbal information.
- Keep verbal instructions brief and stress key words. (DUODifficulties in understanding others)
- Written rather than verbal instructions could be used. (DSSDifficulties with speech sounds)
- Use visuals to convey instructions and action steps (e.g. symbols, posters, picture word cards or body language). (DSS) (DUO)
- In consultation with the children identify and agree non-verbal signals, e.g. bell sound, whistles or hand signals. (DSS) (DULADifficulties with using language appropriately)
- Build up the levels of communication required for tasks over time – this enables the teacher to teach communication skills. (DULA)
- Allow thinking time for children to answer verbal questions, using a no hands up strategy for answering questions can support this. (DPLDifficulties with producing language)
- Develop a word bank of verbal and non-verbal communication specific to physical education lessons. (DPL) (DUO) (DULA)
- Use demonstrations as an alternative to, or to support, verbal explanations.
- Ensure clarity in communication.
- Invite children to explain tasks or instructions in their own words.
- Teach communication skills through physical education, for example turn taking games. (DPLDifficulties with producing language) (DUODifficulties in understanding others) (DULADifficulties with using language appropriately)
- Ask the child what their strengths are/what they find easy, what they find challenging and the kind of support they feel they require. (DULA)
- Use peer support to scaffold interactions, such as talk partners. (DUO)
- Identify supports and strategies to meet individual needs as recommended by the child, their family/care giver and other professionals. This may include speech-language-services or therapy, IT technology, and positive behavioural support planning. (DSSDifficulties with speech sounds) (DUO) (DULA)
- Provide children with opportunities to express themselves in a variety of ways. (DPL) (DULA)
- Be responsive – follow children’s interests.
- Avoid group pressure, offer individual learning opportunities as an alternative.
- Be alert to how you as the teacher and the children communicate through body language and non-verbal cues (e.g. facial expressions, gestures eye contact).
- Positively praise and recognise any efforts made to communicate.
- Build trust so that children can ask for help.
Difficulties in understanding others (DUO) & Difficulties with producing language (DPL)
To support communication and understanding of movement tasks or games, both the teacher and Paula use pictures to complement verbal and/or written instructions and explanations.
Example: “Banish the ball”: Two teams throw small balls at a big ball trying to push it to the opposite side of the hall.
The use of pictures makes the game easier to understand for Paula and also for all children and the images can also be used to support language development, creating a literate environment within the PE lesson.
The teacher also implements a buddy system where all the children are paired together with a communication/talk partner who they can ask for support from if there is anything they don’t understand. Pairing all the children in this way is an inclusive approach as it supports children like Paula who are learning an additional language whilst also recognising that we all need help at times to understand instructions and explanations.
To further create a literate environment within physical education that values language the teacher provides written instructions in a variety of languages and encourages the verbal use of a range of languages.
Difficulties with using language appropriately (DULA): Non-verbal skills (1)
In group work the children agree on specific signals to be used to support communication during game and physical activity situations. For example, in a ball game the children decide that to attract attention to receive a pass they should raise their right arm and shout “here”. The children also decide that if a team scores a goal that they should all come together in a circle and jump up, shouting “yeah”. Actively involving the children in identifying these signals can help Tom and also other children to develop understanding of non-verbal and conversational skills.
Difficulties with using language appropriately (DULA): Non-verbal skills (2)
The teacher and the children discuss together non-verbal communication in physical education settings. The teacher reinforces the visual clues to be aware of for throwing and catching. For example, the teacher asks the children to describe what their partners’ body tells them regarding their readiness and potential response to the throwing and catching task. The teacher then works with the children to consider how they should react to the body language cues during the task (e.g. acknowledging a partner’s fear and, therefore, throwing softer or only when the partner says they are ready). The teacher also encourages the children to agree on signals and cues to express readiness to receive the ball, such as, look into each other’s eyes.
American Speech-Language-Hearing-Association (Ed.) (2006).
Guidelines for Speech-language Pathologists in Diagnosis, Assessment, and Treatment of Autism Spectrum Disorders.
Washington, DC: American Speech-Language-Hearing-Association.
List of intervention goals for later language development below:
Getting it right from the start – Lieberman, L., Lytle, R., & Clarcq, J. A. (2008).
Journal of Physical Education, Recreation & Dance
Includes advice to implement Universal Learning Design in PE.
Creating Inclusive Youth Sport Environments with the Universal Design for Learning – Sherlock-Shangraw, R. (2013)
Journal of Physical Education, Recreation & Dance
Includes advice and examples to implement Universal Learning Design in sport contexts.
Handbuch Sprachförderung durch Bewegung (Language Development through Movement) – Zimmer, R. (2009) Freiburg: Herder
This book provides good examples of how linguistic competence can be promoted through movement.
Children for whom English is an additional language — MacLean, K. (2010)
In G. Knowles (Ed.), Supporting Inclusive Practice (without pages). Routledge
Chapter 2 explores how to support and include children for whom English is an additional language. It provides practical advice, enabling readers to develop an inclusive and collaborative approach. It highlights the importance of understanding
the diversity of children’s linguistic needs and experiences, and how these can be reflected in planning so as to ensure an appropriate level of challenge in learning.
The chapter also helps the reader to select and prepare suitable teaching resources and learning activities for the provision of contextual and linguistic support across the curriculum.
Circle Resource
This resource aims to bring together and share good inclusive practice, focusing on approaches to improve the engagement and achievement of all learners including those who require additional support.
Download PDFI CAN
A children’s communication charity based in the UK. The website shows resources and literature in relation to developing communication skills and focuses on children with additional needs in communication. Provides information and resources to support teaching and learning.
The Wee Worry Workshop
A Health and Wellbeing intervention developed at Park View Primary School, South Lanarkshire. The aim of the intervention is to support pupils who have difficulties related to social and emotional communication and/or display anxiety. This was identified as part of an on-going self-evaluation exercise to improve outcomes for children and formed part of discussions with parents about their children’s progress.
Hessisches
Kultusministerium
(Ed.) (2015). Sportunterricht inklusive
Entwickeln, Planen, Durchführen [Inclusive physical education: Developing, planning, implementing]. Frankfurt: Hessisches Kultusministerium. GERMANY, best practice examples, can be ordered online.
Source
(International online resource
centre on disability and inclusion)
Toolkits / Resources for teacher and teacher training on inclusive education. The given resources include practical guides, manuals and case-studies for practitioners, teachers, parents and school age children. It was compiled and reviewed in partnership with the Enabling Education Network (EENET).
UK NRW
(Unfallkasse Nordrhein-Westfalen)
(Ed.) (2017)
Gemeinsames Lernen im Schulsport. Inklusion auf den Weg gebracht. Band 2 – Praxisbeispiele [Joint learning in school sports. Initiating inclusion. vol. 2 - Practical examples]. Düsseldorf: UK NRW.
Download PDFStudy.com Tutorial
This resource aims to bring together and share good inclusive practice, focusing on approaches to improve the engagement and achievement of all learners including those who require additional support.
- Ahnfeld, T. (2018). Visuelle Unterstützung beim Anleiten von Kleinen Spielen für sprachlich heterogene Lerngruppen [Visual support for teaching small games to learning groups being heterogenic in language]. Master thesis. University of Leipzig.
- Alvare, S., Dugan, D., & Fuzy, J. (2005). Nursing Assistant Care. Albuquerque, New Mexico: Hartman Publishing.
- I CAN (2019). Talking Point – Useful Information
