1. family and parenting
2. children

Using Words, Photos
and Symbols
A Practical Guide
March 2006
to Communicatio
This booklet was developed and designed by
Mike Leat of The Clear Communication People Ltd
as part of a Communication Project funded
by the Surrey Children’s Fund
n
TOTAL COMMUNICATION
Total Communication
A philosophy using the mixture
of communication methods
that work best for you
We are all different!!!
There is a wide variety of communication systems around today. Some are alternative
systems, that is they are used instead of speech. Others are augmentative, that is they
are used to support speech.
Alternative and Augmentative Communication (AAC).
Some people, both children and adults, find communication difficult because they
have little or no clear speech. There are many reasons why this might be the case: for
example, as a result of cerebral palsy, stroke, head injury, or learning disability.
The idea behind AAC is to use the person’s abilities, whatever they are, to compensate
for their difficulties and to make communication as quick, simple and effective as possible when speech alone does not work. Although we all use aspects of AAC from time
to time (e.g. waving goodbye instead of saying it, pointing to a picture or gesturing to
make yourself understood in a foreign country) some people rely on AAC all the time.
Helping people to communicate improves their quality of life. It improves their
opportunities, education, social life, friendships and independence.
Total Communication is a philosophy that sees the value of all communication
systems, and accepts that people may benefit from using aspects of different systems.
Gone are the days where we rigidly stick to one system. We are guided more these
days by trying things out and using what the person finds works best for them.
In This Booklet we will cover mainly speech, signing, photos, symbols, and
communication passports. These are known as low tech methods. We will explain how
they work, and also give you practical ideas about how to make them for yourself.
A Limited Number of Booklets come with a free CD.
The CD is full of useful tools to print and use, and training handbooks
to give you more information. Many of the tools we will show you in
this booklet will be on the CD.
If you haven’t got a copy of the booklet with a CD don’t worry. All the
files on the CD are also freely available to download from our website.
www.communicationpeople.co.uk.
There is more information about using the CD and website on page 15
We have used a variety of images to illustrate this booklet. Many are of adults which may seem odd in a
booklet aimed at those supporting children and young people! It’s just that there’s not a similar imagebank
with photos of younger people. The information in the booklet is just as relevant to adults as children.
Using Words, Photos and Symbols - Developed & Designed by The Clear Communication People Ltd
CONTENTS
Section 1 - Using words, signing, photos and Symbols
• Page 4 - Being careful about the words we use
• Page 5 - Speaking so you are understood
• Page 6 - Gestures and signing
Objects of reference
• Page 7 - Photos, symbols and clipart
• Page 8 - Using photos, photos from the internet
• Page 9 - Using symbols
• Page 10 - Using ‘Writing with Symbols’
• Page 11 - Choosing the right symbols to use
• Page 12 - Starting to develop your communication tools
Section 2 - Developing Visual Aids
• Page 14 - Developing visual schedules
• Page 15 - Daily & weekly diaries, symbols for labelling
Using the templates on the CD and website
• Page 16 - Weekly chart, weekly timetable, and flipbook
• Page 17 - Monthly calendar, fortnight calendar, and family rota
• Page 18 - Individual Routines and schedules, menu planning
• Page 19 - Making choices
• Page 20 - TEACCH, a popular system using visual schedules
Section 3 - Communication Tools
• Page 22 - Alternative and Augmentative Communication Systems (AAC)
• Page 23 - Developing an AAC communication tool
Communication Matters
• Page 24 - Low-tech and High-tech tools you can buy
The Hospital Communication Book
• Page 25-26 - Makaton, Talking Mats, PECS
Section 4 - Communication Passports
• Page 28 - Communication Passports
• Page 29 - Developing a Communication Passport
• Page 30 - Making pages for a Passport
There are some Practical Tips on page 31
WATCH YOUR LANGUAGE !!
Being careful about the
words we use.....,
Using Literal Language
The words we use do not always make literal sense.
For example look at these phrases:
‘Can you lend me a hand’
‘Come on, let’s call it a day’
‘She drove me up the wall’
We know what we mean by these phrases
because we’ve learnt that those words, said in
that order, in that tone of voice, take on a
different meaning than when used literally.
It can be hard for children and young people
learning language to tell whether we are being
literal or not. Some young people may take
everything we say literally.
Using Familiar Words
It’s important that we help young people learn
new words and extend their vocabulary. We also
need to be aware of the words they know and
understand and use them consistently.
When things go wrong it can be funny!
John was very excited when his mum told him she
had booked a tennis coach
for his birthday party. In his
mind was a big bus with a
tennis court inside. He was a bit
disappointed when Julie the
tennis coach turned up.
It can be more serious though!
Developing Our
Language & Vocabulary
We all have a vocabulary,
like a dictionary, in our head.
Nobody knows all the words
in the dictionary, though
some people with communication difficulties have quite
a small vocabulary.
When you hear a word you
recognise it’s as if you get a
picture in your head.
All research shows that using
signing, photos, symbols and
objects help people to
develop their speech and
vocabulary.
A wide variety of people use
Alternative and Augmentative
Communication (AAC), &
the less speaking ability
a person has the more
they may need
AAC
Sara loved going to the park and playing on the
swings. She doesn’t use speech to communicate
but understands many words. Sara stays at a respite home for weekend breaks
sometimes. One weekend they said we’re going to the ‘park’. Sara was very excited
but after they’d walked around the fields and got back to car without seeing any
swings she got very upset and wouldn’t get in the car - after all as far as she was
concerned they hadn’t been to the park yet !
Page 4
Using Words, Photos and Symbols - Developed & Designed by The Clear Communication People Ltd
WATCH YOUR LANGUAGE !!!
Speaking so you are
understood......,
Key Words
Many of our misunderstandings and arguments in
life start when we only hear part of what someone
says to us and we ‘take it the wrong way.’
Some children and young people with a learning
disability may only pick up key words in a sentence.
For example you might say:
‘I’m sorry we are running late so we can’t go to the
shop today’. The child may only pick up on the key
words - shop today. This is even more likely as they
are the last words you said, so likely to be retained.
A Speech and Language Therapist will be able to
accurately assess a child’s processing and
understanding of language and give advice on
how best to communicate together.
Here are a few tips to help you be understood:
• Speak slowly - it gives people more time to
process what you say.
• Keep your sentence short - only have one
idea in a sentence.
• Use everyday words
• Use gestures - do a sign for steering wheel if
you mean ‘car’.
Choice is a Complicated Thing
Do you want tea or coffee?
A simple choice you would think.
When making that choice your mind
has to bring up a memory of both drinks,
consider them, then select one based on how you feel
there and then and communicate that to the other
person. It is in fact an incredibly complex process.
Perhaps that’s why we often say ‘whatever you’re
making !!’
When offered a choice of two things verbally some
children will repeat the one that was said last. This
shows they are having difficulty processing the choice.
Keeping It Real
If someone has difficulty
making a choice or
understanding language
there are several ways we
can make things more
real for them.
Less Real
Words - written or
spoken.
Gestures and Sign
Language - backing
up the words.
Symbols - simple
line drawings.
Photos - a more
real picture.
Objects - a solid 3D
representation
More Real
There’s more information
about objects, photos and
symbols on the next few
pages.
Again, it is valuable to
have the advice of a
Speech and Language
Therapist about what
approaches are best for
your child
Using Words, Photos and Symbols - Developed & Designed by The Clear Communication People Ltd
Page 5
OBJECTS AND SIGNING
Gestures and Signing
Gestures are a natural way of communicating
We all use gestures and body language to communicate. Using a
gesture to support the words you are using gives the person some visual
clues about what you are saying. For example it’s easy to explain that
you’re hot or cold, hungry or thirsty. Some activities like swimming and
bowling are also easy to communicate through gesture. You naturally
do the gesture as you say the word. British Sign language has now been
recognised as an official language in the UK. For information and
support on deaf issues contact Royal Association for Deaf People (RAD)
in Surrey. Phone: 01306 881958.
Signalong and Makaton have been developed to support the
communication of adults and children with communication difficulties.
These communication systems combine words, signs and pictures, and only use signs for
key words. So they are systems that support speech rather than an alternative to speech.
Signalong is based on British Sign Language, using BSL signs wherever possible.
The Signalong Group has researched and published the widest range of signs in Britain.
For more information go to www.signalong.org.uk or phone 0870 7743752
Makaton was developed from a research project which identified the words that we
all use most frequently and need in everyday conversation. Signs from British Sign
Language were matched to these words, so that as you speak you sign at the same time.
Makaton is an integrated language system and also has symbols for their signs.
For more information about Makaton see page 25
Objects of Reference
Using Objects
When offering a choice of drinks we can show
the bottle of squash and coke. Activities can be
represented by objects e.g. trunks for swimming,
a hairdryer for hairwash, a utensil for cooking. A key could
represent home. The object backs up what we say, and gives
the child something to hold to remember what’s happening.
Objects of Reference have been one of the communication
systems used by people who are deafblind. They can be useful
for people who don’t easily understand language & find photos
or symbols complex. Objects have to be chosen carefully and
used consistently.
Shown here are the objects used to represent one school’s
activities. We found the ACE Centre Oxford’s website has good
information about objects www.ace-centre.org.uk
Page 6
Using Words, Photos and Symbols - Developed & Designed by The Clear Communication People Ltd
DIFFERENT KINDS OF PICTURES
Photos, Symbols, & Clipart
Learning Through Seeing
Many people with communication difficulties find
using pictures helps them to communicate, make
choices, and understand what’s happening.
• A picture is a permanent reminder - a picture stays
while words and signing float away.
• Pictures help people understand information -
Pictures make things like school timetables easier
for people who have difficulty reading to understand.
• Pictures help people make choices - looking at two pictures is much easier for
people than weighing up a choice in your mind.
• Pictures help people get their message across - if a child doesn’t use speech
yet, or their speech is unclear they can use pictures to say what they want & need.
Photos, Symbols and Clipart
We are all familiar with photos. Digital photography is now making it easier to
use photos quickly to make communication tools. Photos are more ‘real’ so are easier
for people to understand than symbols or clipart. They also look appealing to people.
• Photos are very good for showing people and specific places like ‘my school’
You have to be careful when using photos. E.g. you may use a photo
of a supermarket to say that’s where you’re going. Problems can
happen if you go to a different supermarket. In this case a photo
being very specific is a drawback not a benefit. Not all children
will find this difficult, but many will. Make sure a photo represents what
you want it to. A car in front of a photo of a shop could be distracting.
A symbol is a simple line drawing that represents an object, place or idea. Symbols
are less ‘real’ than photos so can be harder to learn. There are benefits to symbols:
• They can be used to show a general idea - this symbol for supermarket
doesn’t show Tesco or ASDA, but the idea of a supermarket
• Symbols are widely used and available
• They can easily be photocopied and many handdrawn
Some clipart is installed on most computers and available on the internet
through programs like Microsoft Word. They are cartoon images that
show a range of people, places & activities. Some people use these
as they are the only pictures they have. Some are quite good, but
many are complex and open to people thinking they mean lots of different things
Many good communication materials use a mixture of photos and symbols.
Photos are fun and attractive, and symbols clear and simple.
Using Words, Photos and Symbols - Developed & Designed by The Clear Communication People Ltd
Page 7
USING PHOTOS
Photos are personal
We all want to communicate about personal things
Photos are great for showing my cat, my dog, my nan, my
brother, favourite toys, foods, and places.
Photos are fun to look at, grab attention, & are
easier to understand than symbols and words.
Using Digital Photos
Digital photography is making it quicker and easier to get the photos
you need for communication. You can see the photo straight away and
either get prints made or put them on a computer to print off.
Technical
info
Digital cameras can take photos at a variety of resolutions.
You usually will not need to use the highest resolution. For example:
• A photo taken at 3million pixels is 72 cm wide & uses 1.25 megabytes memory.
This is a very large photo - It can be printed up to 72cm x 54cm. I doubt we’d ever
need to print this large!! This photo will take up a lot of memory space on your
camera and computer. When you’ve got a few photos this size on a page they may
even start to slow your computer down.
• A photo taken at the lowest setting is 22cm wide & uses 0.15 megabytes memory
This is a much better setting to use. Many more photos will fit on the camera, and
they’ll be easier to use on the computer. They will still print well up to 22cm x 17cm.
Please note - these photo size settings may vary with different cameras, though photos taken on the
lowest settings on most cameras will be large enough to use.
Using Ordinary Photos
It’s a good idea to get 2 copies of your photos when you get them developed so you’ve
got a back-up. You can use either scan them into your computer, or use them as they
are by laminating them. See page 31 for more info on practicalities like laminating.
Photos from the internet
You can search for, and download photos from the internet.
Go to www.google.co.uk. Type in the search box what you want a
photo of, for example - thomas the tank engine. Then click images
Google will then search
for images rather than websites. Double click
on the image you want with the mouse.
Click see the full size image if that’s an
option. Then hover your mouse on the
image - icons should appear letting you print
or save the image. Otherwise click the right
hand mouse button and click ‘save picture as’
or ‘print picture’
Page 8
Using Words, Photos and Symbols - Developed & Designed by The Clear Communication People Ltd
USING SYMBOLS
Using Symbols
Different Symbol Sets
There are three main symbol sets that are used by people
in the UK
• Widgit Rebus
• Makaton
• Picture Communication System (PCS)
In the yellow box the 1st symbol is the Widgit Rebus
symbol for‘teacher, the 2nd is Makaton and the 3rd is PCS
The Widgit Rebus symbols seem to be the most commonly used these days. Most
people use the ‘Writing With Symbols’ software to get their symbols, and the Widgit
Rebus symbols are the first ones that appear when you use the program.
Not all symbols are easy to understand.
Looking at the 4 symbols below they get more abstract from left to right, therefore
harder to understand straight away. The more abstract a symbol is the more
careful you need to be to make sure your child understands it. If you can’t see
what it is straight away it’s unlikely your child will.
Cricket
Music Therapy
Swings
Car Boot Sale
To help your child learn symbols, for example swings - you could take the symbol
with you to the swings and look at the symbol together pointing to the swings.
Using ‘Writing with Symbols’
On the CD that comes with this book is a handbook about
how to use ‘Writing with Symbols’. This file is called ‘Widgit
Handbook’ & is in a folder called ‘Training Handbooks’. See
page 15 for more info about using files from the CD & website.
You may well be able to use this program on computers at the
school your son or daughter goes to. Perhaps someone at the
school will help you print out the symbols you need.
‘Writing with Symbols’ is now installed on a
computer in five of the main libraries in Surrey.
It’s on a computer in Epsom, Staines, Guildford, Woking, and Redhill libraries. If you
are a member of a Surrey library you will be able to use the computer free of charge.
The software is on the adapted computer for disabled people each library has. All
three symbol sets are installed on the library computers.
If you have any computer experience ‘Writing with Symbols’ is a fairly straightforward
program to use. You just type the word for the symbol you want and the symbol
appears above the word on the page. There is a starter guide on the next page.
Using Words, Photos and Symbols - Developed & Designed by The Clear Communication People Ltd
Page 9
WRITING WITH SYMBOLS
Using ‘Writing with Symbols’
to get the symbols you need
Click the red car icon on the desktop of the computer to start up the
program. There will be 4 options on the main
window - choose the symbol processor.
www.widgit.com
The program is very similar to a standard word
Is where you can find out
processor like Microsoft Word. Try typing a few
more information about
‘Writing with Symbols’.
words.
When you press the space bar after
each word the symbol will appear above the word.
Here are a few useful features
F11 lets
you rename
a symbol
F12 lets you choose an alternative
symbol for the word, or choose not
to have any symbol for that word
Lets you make
the symbol larger
or smaller.
Many schools have the
software and they may well
let you use it. It is also in the
5 libraries mentioned on the
previous page.
You can buy the program for
your own computer. Prices
start from £160.
Changes the colour
of the symbol
Lets you change the
text - font, font size
and font colour.
F12 is a useful feature of ‘Writing with Symbols’
If you type a word - for example ‘park’ a symbol will appear.
There may be more than one symbol for ‘park’
• The first symbol that appears is likely to be the Widgit Rebus symbol. There may
also be a PCS or Makaton symbol for ‘park’ if those symbol sets are installed.
• There will be a symbol for ‘park - you walk in’ and ‘park - as in park the car’
After you’ve typed the word ‘park’ and the first symbol has appeared click with the
mouse so the cursor blinks inside the word ‘park’. Now press the F12 button and
alternative ‘park’ symbols will appear. Keep clicking F12 to see all the alternatives.
After the last symbol a blank space will appear - you can choose to have the word
without a symbol. After the blank the first symbol will appear again.
F11 lets you change the word under the symbol
rover
Page 10
Type the word ‘dog’ to get the symbol. Then click on the word ‘dog’
press F11 and the word disappears. Now type ‘rover’ and then press
the right arrow key on the keyboard (this completes the renaming)
Using Words, Photos and Symbols - Developed & Designed by The Clear Communication People Ltd
CHOOSING YOUR IMAGES
Choosing the Right
Images to Use
Choosing Your Symbols Carefully
If you are starting to use symbols at home it’s important to try to use
symbols that your son or daughter may already be using at school.
Sometimes you may find that the symbol for a place or object is a bit confusing,
or doesn’t really look like what it’s supposed to represent. For example the symbol
for supermarket is very complex.
There is a really good symbol for the word ‘trolley’ which you
could use to represent supermarket. You can even rename the
supermarket
symbol to have the word ‘supermarket’ - this is explained on the
trolley
previous page.
Keep Your Photos Simple
A symbol is a simple drawing showing one object or activity clearly. When taking
photos to use for communication think of them in the same way as symbols.
If you are taking a picture of a building try to include the key feature e.g. the bright
red door. If you are taking a photo of a person try to fill the photo with their head
and shoulders so there is less in the background to distract attention from them.
You should always have the word underneath the photo or symbol as this helps
people learn to recognise the words.
A Speech and Language Therapist is trained to assess people’s ability to understand
symbols and photos. It’s wise to ask the Speech and Language Therapist at your
school for advice if you want to start using photos and symbols.
A Simple Home Exercise - Try laying out 2 or 3 photos or symbols of familiar
things, say a dog, cat, and horse - then ask ‘Where’s the cat?’.
If they point or look at the cat picture you know they are taking
meaning from pictures. Photos are easier than symbols, but many
children learn symbols quite easily - Try this out with several images.
You know your child - it’s best to start introducing new pictures slowly making
sure they’re understood. Though children do get the meaning pretty quickly if the
motivation’s right. ( Most children recognise the McDonald’s symbol from a very
young age !!!!)
It’s also good to use everyday images like logos as these are used by everyone in
their daily life. You could use logos for places like Burger King, Pizza Hut, or even
your local club.
When you’re on holiday you can pick up leaflets of local attractions and use the
photos to help make choices and explain where you are going.
Using Words, Photos and Symbols - Developed & Designed by The Clear Communication People Ltd
Page 11
DEVELOPING YOUR MATERIALS
Where Do We Start?
Work out what’s most needed
The aim of all communication materials are quite simply to
make life easier and more enjoyable for you and your child.
If your child doesn’t understand something they probably
won’t calmly say ‘please give me a visual aid’!!!!
There is basic information we all need to know to survive the day, such as:
• What am I doing • Where am I going
• Who am I seeing
• What am I eating
There are people we meet during a day who we want to share stuff with, such as:
• My likes and dislikes • My favourite activities
• My family and pets
• What music I like
There is also important information people need to know about me if they are
looking after me, such as:
• What I can and can’t eat • How I make choices
• What medicines I may need • How to help me if I’m unwell
There are many ways of using photos and symbols to help communication
and daily living. We’ve sorted them out into 3 main catagories.
Visual aids to make information and routines easier to understand
No-one can remember everything. To help us get through life we use calendars,
diaries, lists, post it notes, and to do lists.
These are visual aids. We will show you how to produce pictorial versions of
these that children and young people, who have difficulty reading, can use to
understand what’s happening, make choices, and organise themselves.
Materials to help people communicate their views and needs
Symbols and photos can be used to help your child to communicate with others.
We will show a few examples of these kinds of materials. There are also several
well used communication systems like Makaton and PECS which we will explain
about. When setting up a communication system it’s important to get the advice
of a Speech and Language Therapist, and link closely with the school.
Materials to help others get to know and understand you
We will tell you about communication passports. These help people get to
know and understand the needs of your child. We can make them pictorial as
many children then find them fun and interesting.
Page 12
Using Words, Photos and Symbols - Developed & Designed by The Clear Communication People Ltd
Developing
Visual Aids
VISUAL AIDS
Making Information
& Routines Easier for
people to Understand
swim
lunch cooking
What’s happening next ?
Some children are quite happy to go along with the flow. Others, particularly children
with Autism and Aspergers Syndrome, get anxious if they don’t understand what’s
happening. Routines are very important to many children as they give a sense of
security.
Using a photo or a symbol to back-up routines, and what you’re saying, gives the
young person a permanent reminder of what is happening. This also gives you a
useful tool to use when a routine has to change.
Developing Visual Schedules
Horseriding
Minibus
Home
Depending on your child’s needs you can begin by simply using
one symbol or photo to show what’s happening next.
Or develop a more complicated weekly diary showing a range of
activities on different days.
There is no set design for a visual schedule. They can vary from:
• Large symbols or photos that are blu-tacked to the wall each day
to show the main events of the day.
• A wooden or cardboard strip with room for 5 or 6 smaller symbols
• A laminated diary page with room for a few symbols
• A school timetable showing lessons with symbols
Use whatever
seems most
appropriate for
your child
There are
examples on the
next few pages
Important Tips For Developing a Schedule
• Don’t make it too complicated - Unless you’re sure your child understands
the idea of tomorrow or the days of the week stick to today’s events. Show the key
activities rather than every detail of the day. Keep the pictures to 3 or 4 maximum.
Always show events in order - from left to right or top to bottom.
• Make it interactive - Many children like to be able to take pictures off when an
activity is finished. If you involve them in putting the pictures on they are more
likey to take an interest in the schedule.
• Have a good supply of materials - Blu-tack or Velcro are good for
sticking pictures on with. Laminated pictures last a lot longer! Try to make sure
you’ve got extra copies of your pictures for when they mysteriously go missing!!
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Using Words, Photos and Symbols - Developed & Designed by The Clear Communication People Ltd
VISUAL AIDS
Daily and Weekly Diaries
Using Templates From
The CD or Website
On the CD that
comes with this
booklet there are
some templates.
Friday
Optician
Chips
You may not have a CD - only a
limited number were printed.
The templates are also freely
available on our website
www.communicationpeople.co.uk
We’ve developed sets of diary pages in 3 sizes.
• A4 size - standard paper size
• A5 size - half A4 size
• Filofax size
Each set has a page for each day of the week,
and also a page for today and for tomorrow.
You can laminate and hole punch the days
of the week pages and use them in a binder.
If you use the filofax pages they will fit into a
standard filofax. You will need to get a special
6 hole puncher from the stationers.
If having all seven days will be too much for
your child just use the today, or the today and
tomorrow pages.
If you laminate your photos and symbols they
can be stuck on and taken off using blu-tack
or velcro which a shop like WH Smith’s sells.
You will find these templates in
the folder called Diary Pages
Most of the templates are .pdf
files. They can be viewed and
printed by using Adobe Acrobat
Reader. If your computer doesn’t
have Acrobat Reader you can get
it for free by going to
www.adobe.co.uk and
clicking on the ‘Get Adobe
Reader’ Icon. You can only view
and print .pdf files, you can’t
change or edit them.
A few of the templates are files
that can be opened and used in
‘Writing with Symbols’. There are
also pdfs of these for printing.
In the Training Handbooks folder
are handbooks on how to use
Microsoft Word & Powerpoint, and
Writing with Symbols. These are
quite basic and aim to give you
the confidence to get started.
Labelling with Symbols
Labelling a room with symbols can help some children
to become more independent.
• One family have labelled the drawers and cupboards in the
kitchen with symbols for things plates, spoons, cereal, and milk.
Their son now finds what he needs for breakfast on his own and
even helps put the washing up away sometimes!
They have also labelled the drawers in his bedroom with symbols for socks,
T-shirts, trousers, jumpers etc so he can easily find and put away his clothes.
Using Words, Photos and Symbols - Developed & Designed by The Clear Communication People Ltd
Page 15
VISUAL AIDS
Weekly Chart
This can be used to show a week at a
glance. It’s useful for showing basic
information like what days are school
days, or counting down to an event.
The chart can be printed off and
laminated and we’ve also put together 2 sheets of
symbols you may find useful
to use with it.
You will find these
templates in the folder
called Weekly Charts
Timetable
Monday
Tuesday
Wednesday
Thursday
Friday
This is ideal to use as a school timetable. It’s quite complex having 5
spaces for each day, so would not be
suitable for some children.
This is saved on the CD as a pdf file
that you can print off and stick
symbols on, or as a Writing with
Symbols file which you can open in
Writing with Symbols and type the
symbols on.
You will find these templates in the
folder called Timetables
Flipbook
This uses security badge holders bound together by metal
rings. Each security badge can display 2 symbols or photos.
The symbols and photos are laminated and cut out, then can
be put in and taken out of the flip book as needed. It’s small
and portable for taking out with you to explain what’s
happening, or to find out what your child needs. It can be
used as a visual aid and a communication tool
Office Services is a small work skills project for adults with a
learning disability in Surrey. They will make and send you a
flip book for £6.50. They will send you some free laminated
symbols to get you started. You can then add your own pictures and symbols as you need them.
Contact Office Services on 01372 832426
Page 16
Using Words, Photos and Symbols - Developed & Designed by The Clear Communication People Ltd
VISUAL AIDS
Monthly Calendar
For some children showing plans over lots
of days can really help with anxiety. We have
produced a 35 day calendar that can be
used with symbols. It will fit any month.
You can just buy an ordinary wall calendar
that has a large enough space on each day
to put symbols on.
Sometimes adapting something we all use
for use with symbols is the best way forward.
You can use a calendar in several ways:
• As a countdown calendar to a special event like a birthday or holiday
• To show school days, holidays, and especially bank holidays and
those teacher training days when school is closed unexpectedly.
• One family use this to show when mum or dad are away.
On those days they use an aeroplane symbol. They use a home
symbol for when they are coming home in the evening.
Fortnight Calendar
This clever calendar
shows up to 14 days
at a glance. It comes
in 3 pages that can be
laminated, cut out, and
blu-taked onto the wall
or fridge.
There is room for 2 key
symbols next to each
day.
You can cut out an
arrow to point to
‘today’, and move
this down each day.
When you finish the
top page take the page
off the wall, move the
other 2 pages up and
fit the empty page
below to add new
symbols onto.
You will find this template in the
folder called Calendars
You will find this
template in the
folder called
Calendars
Family Rota
This is good
for children
who get
anxious
about where
people are
This aims to show where everyone in
the family is. There’s room for 4
photos on the left hand side - you’ll
need to print 2 copies if you’ve more
than 4 family members.
You can use symbols to show
where everyone is in the morning,
afternoon evening and night.
There is also a simpler version on the
CD with just 1 space to show where
each person is ‘today’.
You will find these template in
the folder called Calendars
Using Words, Photos and Symbols - Developed & Designed by The Clear Communication People Ltd
Page 17
VISUAL AIDS
Individual Routines and Schedules
There may be specific events or routines that you need to
explain to your child using pictures. Schedules can also help
children to do tasks for themselves giving them the independence
and you a break from having to nag! You can produce routines like these
using ‘Writing With Symbols’. See the Widgit Handbook on the CD for tips.
Visual reminders are helpful.
• Signs for important things,
like washing your hands.
• Lists for packing for an
overnight stay, or a
shopping trip.
• Routines for the morning
and the evening.
Lists and routines are
individual so we haven’t
produced templates.
A pdf of the ‘wash your
hands’ sign in a folder called ‘routines’ on the CD
Menu Planning
Photos of food are great for planning a menu
together and making choices about what to eat.
The templates on the CD have many food photos,
though there will be things missing. You can add
to the photos. We suggest you print them off and
laminate them so they last longer.
Surrey & Borders NHS Trust has developed a
full food planning pack. This comes already
laminated. You can buy one for £25.
Contact them on 01483 782835.
In the folder named ‘food and drink’ there is a pdf template for the ‘today’s
dinner’ page, and several pages of photos
of foods also as pdf files.
Page 18
Using Words, Photos and Symbols - Developed & Designed by The Clear Communication People Ltd
VISUAL AIDS
Making Choices
Making a choice is complicated. We have to
imagine the choices we have, weigh them
up in our mind, put them in order and
communicate them. No wonder we say ‘I
don’t mind’ when offered tea or coffee!
Many children find using pictures help them make choices. It’s easier to weigh up your
options when you can see them in front of you rather than having to think about them
inside your head. Here are a few examples of using pictures to help choicemaking:
I don’t know what to do!
Most children have times where they don’t know what to do with
themselves. Or they may get so involved with one activity constantly
that we worry they are not having enough variety. James has a
folder at home with photos of activities he can do to fill his free time.
Photos include colouring books, riding his go cart, playing lego, using his climbing
frame, and playing his keyboard. Mum finds this helpful to give him when trying to get
him to choose something other than playing computer games.
I don’t like vegetables!
We’re not suggesting that using pictures will magically get children
to eat their greens! Some families have found that children who help
to choose their food seem keener to eat it. Lauren is very fussy about
what she eats and couldn’t say what she wanted to eat. By using the
food photos supplied, and adding to them by taking their own photos,
Lauren could point to the foods she wanted to eat. The family discovered
that she was a lover of red vegetables like peppers, and of course baked beans.
We have developed a symbol menu for typical fast foods and
drinks to help children choose. You can print this off and try it out.
A pdf of the ‘fast food and drinks menu’ is in the folder called
‘food and drink’ on the CD
Choosing to say no!
Harry used his visual diary regularly and would check it each day to see
what was happening each day. He quickly got used to the idea that if a
picture of an event was on the diary it was going to happen. He also
worked out that pictures could also be taken off.
Harry loved his thursday swimming and would look forward to it each week.
One thursday morning Harry went to his diary and took the swimming symbol
off. His family thought this strange and wondered if he was well. Sure enough
it turned out he had a temperature. Harry would also take off symbols
if he didn’t want to go somewhere even when he was well. The doctors
symbol reqularly came off. Harry learnt that sometimes you have to do
things you don’t like. This was helped by mum letting him choose from
some treat symbols to put on the diary after the doctors. Harry often
chose ice cream
Using Words, Photos and Symbols - Developed & Designed by The Clear Communication People Ltd
Page 19
VISUAL AIDS
TEACCH - Treatment and Education of Autistic
and related Communication handicapped CHildren
TEACCH is commonly used in schools supporting children with
autism. We wanted to mention it here as it uses visual schedules
to help give children structure & create a learning environment.
TEACCH was developed in North Carolina USA in 1972. The TEACCH approach
organises the physical space that a child works in. There are clear visual boundaries
that seperate space in the classroom. This helps the child to understand what they are
expected to do in each area. A child may have their own workspace which has few
distractions.
TEACCH uses visual schedules which are used to structure each part of the child’s day.
The schedule is personal to the child. Often they start the day by putting their photo
on the schedule. The schedule covers a period of time, say a few hours. Every activity
is shown so the child is never uncertain about what is happening.
Amy
Register
+
Maths
Drink
Play
Story
A child will often take a symbol from the schedule with them to the activity it
represents. There is usually a finished box. After an activity is finished the child takes
the symbol off the schedule and puts it in the finished box. New pictures are added for
further activities.
Changes may happen to a schedule. For example an activity may have to be
cancelled due to bad weather. There are rules for explaining changes. A coloured
sticker may be put on a symbol that is going to change before it is taken off and
replaced.
TEACCH is very much a system for helping children cope with what is happening,
what they need to do, when it’s finished, and what’s happening next. It helps them to
predict events. The schedule can use just words if the child is able to read well.
Children with autism often find the world a confusing and unpredictable place.
They generally cope with visual information better than spoken information.
www.teacch.com
Is the website of TEACCH in the USA. There is a lot of information on
the website - much of it very complicated. Many special schools in the
UK use TEACCH for some of their pupils and it is worth asking at your school.
TEACCH will not be appropriate for all young people.
Page 20
Using Words, Photos and Symbols - Developed & Designed by The Clear Communication People Ltd
Communication
Systems and
Tools
COMMUNICATION TOOLS
Alternative and
Augmentative
Communication Systems (AAC)
These are communication systems that replace
speech (alternative), or support speech (augmentative).
An AAC communication system is more involved than a visual aid, more personal.
People who may benefit from using a AAC Communication system include:
• People who have limited or no speech • People whose speech is hard to understand
• People who physically find it hard to use other systems like sign language.
There are two main types of AAC Communication Systems
High Tech systems
including computers, keyboards, and
voice simulators. These range from quite
cheap gadgets to very expensive systems.
Low Tech systems
using materials like words, pictures, paper,
boards, and velcro. We can make Low Tech
tools fairly cheaply ourselves.
Below is a good example of a low tech
communication tool using photos and symbols.
Shamir’s Communication Board
Shamir doesn’t communicate by using speech. He has a good understanding of
photos and symbols. He also has difficulties using his hands to turn pages, but
with a bit of support he can point to pictures on a board on his lap.
People
Activities
Drink
Food
There are 4 symbols on the board to start with. They are the main catagories. When
Shamir points to one of the them, say drink, these symbols are taken off. 4 drinks
symbols, like tea, coffee, water and squash are put on for Shamir to choose from.
Shamir has a stock on symbols for each catagory. After he’s finished choosing the
4 catagory symbols are put back on. Shamir found that by pointing to people, then
physiotherapist, he could tell people that his feet were hurting in his boots.
Page 22
Using Words, Photos and Symbols - Developed & Designed by The Clear Communication People Ltd
COMMUNICATION TOOLS
Developing an AAC Communication Tool
The advice and support of a Speech and Language Therapist is important when
developing communication tools. Shamir’s system was designed with the support of his
keyworker and speech and language therapist. His system wouldn’t be right for many
people. Some people have loose leaf pages of symbols arranged in catagories. Each
person’s communication tool will be different, based on their needs.
Your school is likely to have a Speech and Language Therapist. They are able to
accurately assess a child’s level of understanding and their ability to take meaning
from pictures. They can also advise on whether a high tech or low tech system would
be most appropriate.
Some Tips on Developing A Communication System
• What will we need pictures for? - activities, feelings, people, food & drink.
• What will it look like? - a board to use at the table, maybe a small book?
• How big will the pictures need to be?
• How can we organise the pictures so the young person finds it easy to use?
• Is a high tech or low tech system most approprite?
• Where will we keep it? - it’s no good if they can’t access it
• Where will we keep the pictures so they don’t all get lost?
• How will we decide when to add new pictures?
• How will we make sure key people know about it, and how
to use it with the person?
• Will we need extra copies? - to use at school and at home
www.communicationmatters.co.uk
Communication Matters is a national charity that focuses on
the needs of people with complex communication needs
who may benefit from AAC systems.
You can join Communication Matters and receive regular newsletters.
In 2006 Communication Matters launched their
DVD called The Power Of Communication.
This is available for £15 and gives a good
insight into the use of ACC systems and the
basic human right to communicate.
CASC is the UK Trade Association of communication aid suppliers of AAC
products and services. They are a subgroup of Communication Matters and
run regular roadshows across the UK where you can see a range of electronic
communication aids in action.
For more information look at their website or phone Communication Matters
on 0845 456 8211 or email [email protected]
Using Words, Photos and Symbols - Developed & Designed by The Clear Communication People Ltd
Page 23
COMMUNICATION TOOLS
Liberator Ltd - www.liberator.co.uk
Is a company that sells a range of communication products.
They have some Low-Tech tools
For example the ‘Portable Waist
Communicator’ that can be used
with pages of symbols. Bear in
mind the symbols are not usually
supplied. It costs £14+VAT. See
page 10 for tips on how to access
‘Writing with Symbols’
There are some relatively cheap High Tech tools
The Talking Photo Album is an easy-to-use device
that has many potential uses. You can record four
minutes of speech, 10 seconds for each picture or
photo. You can use photos, symbols, or drawings,
on each of its 24 pages. You can use it for
instructions, to tell stories, to record important
information, help daily conversation, help order in
restaurants, to help memory and for scores of other purposes. It costs £25 + VAT
There is information on more complex & expensive High Tech Systems
The Mercury is a fully-integrated AAC device and Windows XP
computer, and weighs only 6lbs. It is totally self contained and prices
for this start from £5429 + VAT. You would need a full professional
assessment to work out suitability before buying a tool like this.
For more information and ideas contact Liberator
for a catalogue or look on their website
Write to: Liberator Ltd, Whitegates, Swinstead, NG33 4PA Phone: 01476 550391
The Hospital Communication Book
This is a communication book developed by us for the
Learning Disability Partnership Board in Surrey. The idea
came from a project that found that some people with a learning disability often received a Symbols of Drinks
poor service in acute hospitals.
The Hospital
Communication Book
(ELPINGTOMAKESUREPEOPLEWHOHAVEDIFlCULTIESUNDERSTANDING
ANDORCOMMUNICATINGGETANEQUALSERVICEINHOSPITAL
4ALKINGCLEARLY
6ISUAL
)MPAIRMENT
5SING3IGNING
4EA
#OFFEE
5SING0ICTURES
AND3YMBOLS
3UGAR
-ILK
,EMON
(EARINGLOSS
Symbols of Procedures
$EVELOPEDONBEHALFOF4HE,EARNING$ISABILITY0ARTNERSHIP"OARDIN3URREY
/RANGE
(OT#HOCOLATE
&IZZY$RINK
3QUASH
"LACKCURRANT
2ED&RUITS
7EIGHT
$RESSING
"ANDAGES
0LASTERCAST
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-ILKSHAKE
4HE(OSPITAL#OMMUNICATION"OOK
4ABLETS
4EMPERATURE
.AILCARE
4HE(OSPITAL#OMMUNICATION"OOK
Page 24
,IME
*UICE
$EVELOPEDONBEHALFOF4HE,EARNING$ISABILITY0ARTNERSHIP"OARDIN3URREY 0AGE
3LING
-EDICINE
-OUTHCARE
Communication was found to be an important issue. The books have been printed and given to hospitals in Surrey. It has pages of symbols for foods, drinks, hospital tests, and other pictures to use at the hospital.
0ULSE
$EVELOPEDONBEHALFOF4HE,EARNING$ISABILITY0ARTNERSHIP"OARDIN3URREY "LOOD0RESSURE
0AGE
A pdf of the ‘Hospital Communication Book’ is
in a folder called ‘Hospital Book’ on the CD
You can print the booklet and use it if you need to visit an acute hospital
Using Words, Photos and Symbols - Developed & Designed by The Clear Communication People Ltd
COMMUNICATION TOOLS
There are some well
used Communication
& Language systems in the UK
PECS
Some schools use a specific Communication and Language System to help pupils
communicate. We thought it would be useful to give you some basic information
about these systems as you may come across them.
Can you imagine what it would be like if you couldn’t understand speech? How would
you cope? It’s a situation which is similar to the one you might experience if you were
in a foreign country and couldn’t speak or understand the language.
What would you do? You would probably begin to gesture to explain
what you wanted, and hope that others would understand your
gestures and would gesture back. You might also start to draw
pictures and diagrams to help get your messages across.
Makaton combines all these elements in a highly successful teaching approach
Makaton users are first encouraged to communicate using signs, then gradually, as a
link is made between the word and the sign, the signs are dropped and speech takes
over. Makaton symbols support the written word, in the same way that signs support
speech. Makaton Symbols have been specially designed. Most of them are black and
white pictures illustrating the important meaning of the words we use.
For some children and adults, combining symbols, signs and speech together is
proving to be an effective way of developing literacy skills.
Contact Makaton for more information.
Address: Makaton, 31 Firwood Drive, Camberley, Surrey GU15 3QD.
Phone: 01276 61390 Fax: 01276 681368
email: [email protected]
Website: www.makaton.org
Talking Mats is a low tech communication framework involving sets of symbols. It was
originally developed by The AAC (Alternative and Augmetative Communication)
Research Unit to support people with communication impairment.
Talking Mats are an established communication tool, which uses a mat with picture
symbols attached as the basis for communication. It is designed to help people with
communication difficulties to think about issues discussed with them, and provide
them with a way to effectively express their opinions.
Continued on page 26
Using Words, Photos and Symbols - Developed & Designed by The Clear Communication People Ltd
Page 25
COMMUNICATION TOOLS
Below is an example of how Talking Mats are used. They were having a chat about
school and wanted to find out what a young man felt about the lessons he had.
The mat was laid out with a large symbol for school and 4 options at the top. The
young man then decided under which of of these four headings each lesson should
go. Having things laid out in a clear visual way made this discussion much easier.
There are Talking Mats packages you can buy and they also run training.
For more information about Talking Mats visit their website or phone them:
Website: www.talkingmats.com Phone: 01786 467645
The Picture Exchange Communication System (PECS)
PECS is a communication system that began in USA. It began as a way of
teaching children with autism to communicate their
wants, and learn to make conversation. Many children
with autism develop speech late, and find it hard to
communicate directly with another person.
PECS helps children to learn to communicate by
exchanging a picture of something they want, such
as a toy, for the toy.
A lot of focus is put on the children having pictures for things they really like and want
as this is what will motivate them to communicate.
There is a lot of emphasis on encouraging the child to spontaneously ask for things
by offering a picture. A childs vocabulary of pictures quickly grows and they begin to
make sentences and use their pictures to comment on things as well as just asking for
things. They have their own PECS diaries full of their pictures which they carry around
with them.
It has been reported that both pre-school and older students have begun to develop
speech when using PECS.
PECS is a very structured system to learn - this is just a very brief overview. You would
need to find out more and attend PECS training before starting a PECS programme
with someone. For more information contact PECS
Website: www.pecs.org.uk Phone: 01273 609555
All children are individuals. No communication system suits every child. It’s good to
find out about all the different approaches and which may suit your child best. It’s
important that both home and school have the same approach to communication.
Page 26
Using Words, Photos and Symbols - Developed & Designed by The Clear Communication People Ltd
amily
F
Friends and
s are
and friend
My family
e. I
rtant to m
really impo
lk
n people ta
love it whe
.
e
m
h
wit
about them
Things I like
I’m a sociable pe
rson
and enjoy being
with
other people
I
antedningDrtoinmkyutCD’s - and having a
do solis
Fodiosclove
metimtes
o b!e c
d Jake.
eds
ers, Leo an
th
y food ne
ro
b
MI’
2
t
o
mall
.
e
m
I’ve g
n
m
a
in
greeattoswsim
older th
ora m
f
th
p
o
b
u
re
a
s. mer. I wear
They
armba
le spie
toce
abnd
ke
w
ep me afloat
e
h
c
d
n
a
and love splash
ootball
in
Leo loves f
llynd.
g ar
ciaou
s
purs.
les, e pe
S
b
a
s
t
rt
e
o
g
p
p
e
u
v
s
s guitar.I don’t like manIy enjoy being out in th
e fresh
sic and play
u
m
s
e
.
v
lo
e
Jak
g about me green ones ! air and also ren
n
jo
o
y
s
th
t
I love
e
a
,
n
re
g
etecoca
ritde
weth
He wrote a
s, sin
o
r
r
to
r
ge
a
sw
t
c
t
th
imming
lo
e
er
a
k
.
e
e
ers
I do li
oks after m
red pepp
d
n
a
s
e
My mum lo
r
o
e
’m
w
tomat
ke sure I egetable too ! I can get
rks in a flo
try to ma
and also wo
av
e
cold as I
s
e
a
r
a
le
P
s
.
s
me
e. Chip
s
e
h
t
d
shop someti
h can’t move
e
it
r
w
e
f
y
f
ll
o
ia
d
ec
on an
izza, esp
rks in Lond
food is p
y
a
e
eetcorn around
My dad wo
d
it
w
r
s
ry
u
e
,
o
v
e
v
e
chees
My fa
e train
,
o
th
t
s
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m
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and h
ase make
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I’m quite
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ave finish
I really h
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plate awa
Developing
Communication
Passports
COMMUNICATION PASSPORTS
Communication Passports
Communication Passports were developed in 1991
by Sally Millar, specialist speech and language therapist
at the Communication Aids for Language and Learning
(CALL) Centre at the University of Edinburgh.
Communication Passports are a practical
way of supporting people who cannot
easily speak for themselves.
They show the unique personality of the
young person in a fun and informative way.
A communication passport is not used
instead of a communication tool. An important
section in a communication passport can be
explaining how the young person
communicates, and how to use their
communication tools with them.
A Communication Passport aims to:
Describe the young person positively,
as a whole person, capturing their
personality and humour. It’s not just
about focusing on their disabilities and
what they need help with.
Give people important information
about how to communicate with and
support the young person.
Things I like
I’m a sociable pe
rson
and enjoy being
with
other people
I love listening
to my CD’s - an
d having a
disco sometimes
!
I’m a great swim
mer. I wear
armbands to ke
ep me afloat
and love splash
ing around.
I enjoy being ou
t in the fresh
air and also enjo
y the
ride in the car
to get there
rink
Food and D
to be cut
needs
My food
all
e into sm
up for m
pieces.
chewable
cially
les, espe
b
a
t
e
g
e
v
ke many
I don’t li
es !
green on
corn,
ts, sweet
o
r
r
a
c
e
k
I do li
eppers.
and red p
tomatoes
e sure I’m getable too !
y to mak
e a ve
Please tr
. Chips ar
e
s
e
h
t
d
y with
offere
especiall
,
a
z
iz
p
is
n
rite food cheese, sweetcor
My favou
,
o
t
a
m
o
of t
a topping
.
m
and ha
My family
and frien
ds are
really imp
ortant to
m
e. I
love it wh
en people
talk
about the
m with me
.
I’ve got 2
brothers,
Leo and J
They are
ake.
both olde
r than me
.
Leo loves
football a
nd
supports
Spurs.
Jake love
s music an
dp
He wrote
a great so lays guitar.
ng about
me.
My mum lo
oks after
me a lot
and also w
orks in a
flower
shop some
times.
My dad w
orks in Lo
ndon and
catches t
he train e
very day
Friends and F
amily
A Communication Passport is most likely to
be a book that the child or young person
carries with them in a bag or on their
wheelchair. Occasionally they are on a CD.
Page 28
Using Words, Photos and Symbols - Developed & Designed by The Clear Communication People Ltd
COMMUNICATION PASSPORTS
My
Developing a
Communication Passport
ion
Communicat
ough
me words, th
I do use so
to
ls
o
my symb
I mostly use ith
w
communicate
say to
of what you
h
uc
m
nd
ta
I unders
me time to
owly to give
me. Speak sl
listen.
can answer
ions that I
st
e
qu
e
m
Ask
and no very
can say yes
I
.
to
no
or
yes
To begin with you need to
make a few decisions.
1. What size will it be - A4 is probably
easiest as this is standard size paper we
use in computer printers. A5 (which is
half the size of A4) is more portable
clearly.
ds I can say:
e of the wor
m
so
e
ar
re
He
mum
dad
pizza I need help to get
around as I
Leo haven’t yet had an
e
ngine fitte
d to my
Jakewheelchair ! You w
ait and see
w
hen I do !
Car I
get cross if
you just wh
somewhere
eel me
without te
lling me wh
we are goin
ere
g.
Supporting M
e
Please mak
e sure you
don’t leave
the sun as
me in
I burn eas
il
y and can’t
get myself
into the sh
ade mum will be
cross if I’v
e
melted whe
n she come
s to get me
!
I get really
bored, and
a bit uncom
able if I sit
fortin my chair
all day. I li
get out and
ke to
have a goo
d roll aroun
floor for a
d the
t least an h
our during
the day.
2. What folder will you use - Below are 2
examples of folders that would be
ideal for a Communication Passport.
Snopake Ringbinders
These come in great
electric colours and
have a pocket on the
spine where you can
insert your own name. They come in
both A4 and A5 size. You need to
hole-punch pages to insert them. You
can laminate the pages to protect them.
Rexel Display Books
These also come in A4 and
A5 size. They have plastic
sleeves that pages can be
slid into. In the sleeve the
page is protected so doesn’t need laminating. It’s very easy to take pages in and out to
update them. You can also insert a page at the front to really make it personal.
Both of these types of folders should be easy to find in local stationers. We ordered them
from Viking Direct - see page 31 Once you’ve chosen the folder, or ideally the young
person has chosen their folder, you can begin working out what to put in the passport.
What to put in the passport?
Each young person is different, so it’s hard to give a simple list of what to include.
Hopefully the sample passport shown on this and the previous page will give a few
ideas. Here are a few ideas for page titles:
My Communication
Important People
Supporting Me
Food and Drink
My Likes
Keeping Me Safe
My Dislikes
My Health
A passport is not a behaviour programme, or guide to intimate personal care. These
are more private and should only be seen by those directly caring for the person.
A passport helps the young person to build friendships. Words are always written in the
first person. For example I like..., as if the young person is saying it in their words.
Using Words, Photos and Symbols - Developed & Designed by The Clear Communication People Ltd
Page 29
COMMUNICATION PASSPORTS
Making the pages
Only start designing the pages once you’ve gathered all
the information. It’s good to involve a range of people in
writing the information. Teachers, brothers, sisters, aunties,
friends may all have bits to add that we don’t think of.
Don’t forget to involve the young person themselves.
Also gather other bits like photos, drawings, bits cut out of
magazines. Anything to make the page look fun. The more
fun a page looks the more likely people will read it. With a passport it’s important not
to have too much text on a page. You should be able to read it quickly and easily.
How to make the pages
Not everyone will be a great designer on the computer. That’s Ok.
You don’t even have to design your passport on computer. It’s fine
to handwrite your pages and stick pictures and photos on them.
Do photocopy them, ideally in colour in case they get lost though.
Designing a passport on computer has several benefits
• It’s easy to print extra copies
• It’s easy to make changes and update - it is important that you do update a
passport and as children grow they change - Spiderman may not be cool anymore !
• You can make it look good by using different fonts, cartoons, and colours.
Using Microsoft Word
This is the program most people are comfortable using.
It’s used for writing letters and reports. You can use photos
and pictures in ms word. In summer 2005 we had Sinead
on work experience with us in the office. Sinead designed a
booklet for us to teach people how to use photos and pictures
in ms word for designing communication passports.
A pdf of the Microsoft Word handbook is on the
CD in a folder called ‘Training Handbooks’
Using Microsoft Powerpoint
This is a great program for designing passports in. We used this for designing the
photo books and passports we did for families during the Children’s Fund Project.
It’s a bit more complicated than word. We have developed a basic ‘Powerpoint
Handbook’ which is on the CD in a folder called ‘Training Handbooks’.
More Information
The Call Centre in Scotland is the best place to go for more
information. They have written an excellent book called
‘Personal Communication Passports - Guidelines For Good Practice’.
This book is available from their website for £14.
Go to - http://callcentre.education.ed.ac.uk/
There is also lots of other useful information including passport
templates as powerpoint files and pdf files you can print off and use.
Page 30
Using Words, Photos and Symbols - Developed & Designed by The Clear Communication People Ltd
PRACTICALITIES
Laminating
Laminating makes sure the pages and symbols you print last a good
while. Laminating covers the paper in a plastic wallet which is then heat
sealed through a laminating machine. Prices for laminaters start at
about £100. Most schools have a laminater and always seem happy for
parents to use them for communication materials. You will need to buy
your own laminating sheets. These usually come in packs of 100 sheets
and cost between £20 - £25. You can get both A5 and A4 size sheets.
To make A5 pages (half standard A4 size) pages it’s best to get A5
laminating sheets as this gives you a seal around all 4 sides.
When producing a page of symbols try to fill an A4 page with symbols you need, then
print them off, laminate the page, then cut the symbols out. They may come apart or
get lost eventually, so make sure you have spares ready laminated.
Fixing symbols to your pages
We use velcro to fix symbols onto pages. You can buy this in strips or small coins. You
need both the hook and the loop vecro. These two stick together. Make sure you are
consistent about using either the hook or loop on the page or symbols.
Blu-tack is another good way of fixing symbols on pages
We wouldn’t normally recommend one stationer over another, though
Viking Direct do have a wide range of binders, velcro, and laminating
supplies. Web: www.viking-direct.co.uk Phone: 0800 1971 747
Extra copies of this booklet
You may be asked by friends or colleagues where they can get a
copy of this booklet. Only a limited number of these booklets have
been printed. We are not selling this booklet, we are giving it away.
We can’t send extra
Due to the cost of producing CD’s only
copies of the
booklet but it is freely
a limited number of these booklets come
available as a pdf on
with a CD attached.
the CD and on our
website
If this booklet does not have a CD you can
www.communication
download all the templates and training
people.co.uk
handbooks from our website:
The Surrey Children’s
Fund paid us to run
www.communicationpeople.co.uk
a 2 year project
Click on the image of this booklet.
that supported over
85 families in Surrey
The folders are then clearly displayed. Just click on
to develop photo and
the folder to see the contents inside
symbol communication
to download. We hope you find the booklet
materials for their
and website helpful.
children.
Most of the templates on the CD and website are pdf files. If
We hope this booklet
you can’t open these on your computer you need to downwill be a lasting
load Adobe Acrobat Reader. See page 15 for details.
legacy of the project.
Using Words, Photos and Symbols - Developed & Designed by The Clear Communication People Ltd
Page 31
Credits and Acknowledgments
Many thanks to The Surrey Children’s Fund for the grant that made this project possible.
Thanks also to Jacqui Mulvagh and Michaela Banks who ran the project. Thanks also to all
the families and children, without whom there would not have been a project !
We hope this booklet will help families and staff to be inspired to produce
useful tools for children to use to have their say in the world they live.
Though this booklet is aimed at the needs of children, many adults also benefit
from alternative and augmentative communication tools. A lot of the information
in this booklet will be useful for adults
Widgit Rebus symbols used with permission from Widgit Software Tel: 01223 425558
Photo symbols used to illustrate pages within this booklet.
For more information phone: 0117 959 4424 or visit their
website: www.photosymbols.com