Total Communication is part of our Core Curriculum in Clydeview School. It is about building relationships and self-esteem. Total Communication lies at the heart of our ethos in creating a culture where language and communication is accessible to all.  It includes all the ways we communicate and all the strategies and resources that we use consistently to promote, support and encourage positive communication.

All children and young people have the right to have their voice heard, this includes all our learners in Clydeview School who may experience challenges with their speech, language and/or communication,  who use Augmentative and Alternative Communication (AAC) and those whose social, emotional and behavioural needs are a barrier to their communication.

Some communication supports in place in Clydeview School –

Objects of Reference – we use these to support communication, i.e jackets to communicate time to go out to play, plate to represent lunch time.

PECS – functional communication system to develop early communication skills.  Symbols are used to share observations, feelings and make their needs and wants known.

Makaton – language programme using hand signs used alongside verbal  communication to support communication and consolidate understanding.

Intensive Interaction – used to support early development communication skills such as eye contact, facial expressions, turn-taking and emotional     engagement.

Symbolised Environment – used to support pupils awareness of their environment, routines.  All signage incorporates Boardmaker symbols to make them accessible to everyone in Clydeview School.

Talking Mats – a symbolised activity used for pupils to share their likes/dislikes and to share their thoughts on specific subjects.

Social Stories – visual stories that support pupils understanding and ease anxieties around social situations like going to the hairdresser, fire drill etc.