There are several different forms of communication that different disabled children use. K uses Canaan Barrie on body signing.
Canaan Barrie was pioneered by a principal teacher of Edinburgh’s Royal Blind School. Mary Lee and her colleague Lindi MacWilliam devised this new “language” for children who have multiple disabilities as well as being visually impaired. This approach is unique as it comes from the point of view of the child who is visually impaired (Scotsman, 2010)
This communication approach has three main sections which includes movement interaction, personal gestures and an adapted sign vocabulary. Underlying this approach is the belief that everyone can and dos communicate and it is therefore up to those who are supporting people with complex support needs to tune into them and try and see the world from their point of view (Lee and MacWilliam, 2001).
This approach centres around touch. Touch plays a major role in allowing communication partners to make contact and build understanding between them. Touch enables them to exchange their thoughts and feelings, a process that is normally supported largely by eye contact and the visual channel (Lee and MacWilliam, 2001). Since K is registered blind and can only see slight light changes she cannot communicate through visual cues. This means that when somebody enters a room, she cannot see them. A new person entering a room where K is should first approach her and shake her right hand and say “hello”. This introduces you to K and lets her know that you are in the room.
Canaan Barrie signs are developed as a relationship between an adult and child develops. This means that each child’s Canaan Barrie signs are slightly different as they are unique to them. There are universal Canaan Barrie signs but not every child will need every single one of these. Canaan Barrie signs mean that children who are visually impaired can still communicate and be communicated with using their sense of touch. Most of the signs have a specific reference point on the body. All of the signs involve touching – on the body or using hands – or movements close to the child. “The aim is to work out a vocabulary of movement, gesture and touch that reflects the everyday routines, needs and interests of the child.” (Scotsman, 2010).
A few of the Canaan Barrie signs.
References
Lee, M. and MacWilliam, L. (2001). Learning together: A creative approach to learning for children with multiple disabilities and a visual impairment. 2nd ed. London: Royal National Institute for the Blind.
Scotsman. (2010). Teacher who devised signing system for blind up for award. [online] Available at: http://www.scotsman.com/news/teacher-who-devised-signing-system-for-blind-up-for-award-1-803411 [Accessed 18 Apr. 2017]
