Using Total Communication strategies to support students with Processing Disorders
Written By: Author(s): Ella Waude
5 min read
Total Communication approaches disadvantage nobody, but they can empower so many
Total Communication has been developing since the late 1960s when Roy Holcomb designed a holistic approach to enabling effective communication (Stewart, 1992). Teachers interpret the approach in numerous ways, and many deviations exist, but the key philosophy is that it provides a range of strategies for communication and values the interaction between individuals over all else.
Modern Total Communication includes the use of speech, symbols, photographs, electronic devices, routines, eye pointing, objects of reference, sign language and constant opportunities for developing communication in an individual's preferred method. Using Total Communication strategies can be key to a non-verbal learner becoming verbal, a verbal learner increasing in confidence, or a non-verbal learner developing an efficient and effective method of communication.
What are Processing Disorders?
‘Processing Disorders’ is a broad term that describes impairment in the way one or more of the senses proces
Join us or sign in now to view the rest of this page
You're viewing this site as a guest, which only allows you to view a limited amount of content.
To view this page and get access to all our resources, join the Chartered College of Teaching (it's free for trainee teachers and half price for ECTs) or log in if you're already a member.
This article was published in March 2018 and reflects the terminology and understanding of research and evidence in use at the time. Some terms and conclusions may no longer align with current standards. We encourage readers to approach the content with an understanding of this context.
References
- Ferguson, M (2011) Communication, Listening, Cognition and Speech Perception Skills in Children With Auditory Processing Disorder (APD) or Specific Language Impairment (SLI). Journal of Speech, Language and Hearing Research. Vol 54: 211-227.
- Gills, E et al (1990) Total Communication for Children with Down Syndrome? Patterns Across Six Children. Annual Conference of the American Speech-Language-Hearing Association.
- Hart, C (2011) Can We, Can’t We, Can We, Can’t We, Can We Help Him Join the Dance? The Need for Multimodal Processing in the Move Towards Meaningful Communication. Journal of Child Psychotherapy. Vol 37(1): 16-30.
- Oliveras-Rentas, RE, Kenworthy, L, Roberson, RB, Martin, A and Wallace, GL (2011) WISC-IV Profile in High Functioning Autism Spectrum Disorders: Impaired Processing Speed is Associated with Increased Autism Communication Symptoms and Decreased Adaptative Communication Abilities. Journal of Autism and Developmental Disorders. 42::655-664.
- Stewart, D (1992) Initiating Reform in Total Communication Programs. The Journal of Special Education. 26:68-84.
- Waldo L, et al. (1981) Total Communication Checklist and Assessment. Early Childhood Institute.
- Wallach, GP (2011) Peeling the onion of auditory processing disorder: A language/curricular-based perspective. Language, Speech, and Hearing Services in Schools, 42(3): 273-285.
Subscribe
Please login to comment
0 Comments
Oldest
