Getting Started: Using Visual Systems to Promote Communication

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12 Visual systems can address these issues by staying there as long as the child needs to see the information, take it in and respond to it. d) Learning style - Learning style refers to how your child approaches learning. Researchers discuss a variety of learning styles but in this booklet we will discuss only three – visual, auditory and tactile learning styles. Some children may have a dominant style of learning, with far less use of the other styles. Other children may find that they use different styles in different circumstances. There is no right mix, nor are the styles fixed. Your child can develop ability in less dominant styles with guidance and support. Visual learning style - learn through seeing Auditory learning style - learn through hearing sound and music Tactile/Kinaesthetic/ Physical learning style - learn through moving, doing and touching Many children are not easily able to understand verbal messages as this requires the child to have an auditory learning style. However, using visual systems can supplement the verbal information and clarify the information. Also, promoting the child’s active physical exploration / engagement in the activity it can increase understanding and learning. In conjunction with the above difficulties, visual systems are beneficial for a number of children with communication difficulties. For example, children with: • Disorders (for example, Autism, Asperger's Syndrome • Attention Deficit Disorders • Sensory impairments (for example, Hearing impairment, Vision impairment) • Syndrome (for example, Down’s Syndrome, Fragile X Syndrome) • Intellectual disability • Multiple disabilities (for example, Cerebral Palsy, Deafblindness) • Speech disorders (for example, Dyspraxia, Dysarthria, articulation disorders)
13 By using visual systems the child can develop the following skills: • • • • • • • • • • • Communication Vocabulary Cat Mat Independence Play Listening • • • • • • • • • • • • • • • • • • • • • Visual Systems promote the development of: Social skills Attention Writing Reading Maths Self esteem Life skills 1 + 1 = 2 2 – 1 = 1
Page 1 and 2: 1 GETTING STARTED!!! Using VISUAL S
Page 3 and 4: 3 TABLE OF CONTENTS 1. Introduction
Page 5 and 6: 5 Topic 2 - What is communication?
Page 7 and 8: 7 Topic 3 - What are the different
Page 9 and 10: 9 It is important to embed visual s
Page 11: 11 Topic 5 - Why use visual systems
Page 15 and 16: 15 RECEPTIVE EXPRESSIVE Topic 7 - W
Page 17 and 18: 17 Use a minimum font size of 18 po
Page 19 and 20: 19 9. Additional cues - In conjunct
Page 21 and 22: 21 Topic 10 - How do you make the v
Page 23 and 24: 23 - Size of visual support Orange
Page 25 and 26: 25 Topic 11 - Visual System a) Firs
Page 27 and 28: 27 The daily schedule shows the big
Page 29 and 30: 29 Example of making a sandwich min
Page 31 and 32: 31 Example of Lucas using his PECS
Page 33 and 34: 33 2. Learning how to carefully loo
Page 35 and 36: 35 Topic 11 - Visual System g) Cale
Page 37 and 38: 37 Topic 11 - Visual System ‘Let
Page 39 and 40: 39 EXAMPLE OF A ‘LET’S CHAT PAG
Page 41 and 42: 41 TOPIC 12 - TIPS FOR ENCOURAGING
Page 43 and 44: 43 Self-talk involves talking aloud
Page 45 and 46: 45 o A SPECIAL NOTE Children gain t
Page 47 and 48: 47 TOPIC 14 - APPENDIX - Useful int

Getting Started: Using Visual Systems to Promote Communication

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