An object of reference is any object which is used systematically to represent an item, activity, place, or person. Understanding real objects is the first stage of symbolic development. Using objectsis considered the most concrete way of representing a word. For example, a cup can represent a drink, a beanbag for PE.

This may be a short piece of music or a song which indicates a key time in the day or to represent a particular session. This could be “tidy-up” music, a “lunchtime” song.

Intensive interaction is an approach to help our students at the early levels of their development. It supports early interactions, how to enjoy being with other people, to relate, interact, know, understand and practice their communication skills and encourages use of eye contact, facial expressions, speech and turn taking.

We use Widgit symbols to support our student’s memory and understanding
All classes provide the students with a visual timetable and if required, an individual timetable. There are symbols, Braille and Moon (Supporting the VI students) displayed around the college to identify different areas of the college.

Research shows that signs/gestures are easier to learn than spoken words (think about how a baby uses gestures before they can speak).
Makaton is taken directly from British Sign Language. It was developed in the 1970s to help people with learning difficulties to communicate.
Makaton is always accompanied by speech. Makaton is an aid to learning speech and not a replacement. It is a structured language programme.

This system is based on the use of picture cards to encourage expressive communication.
It was initially devised to be used with children with ASD (Autistic spectrum disorder) but is can be useful for others as well.
The focus is on the student initiating communication. It supports them to state what they want and need.

Play interaction gives our students different play based opportunities to help learn and reinforce social interaction skills, understanding language, listening and attention skill and simple problem solving. It can support turn taking, waiting for a turn, co-operating with an adult or peer, listening, attending to a task, following instructions and helps to develop communication skills.