Training materials for teachers of learners with severe, profound and complex learning difficulties

Identification of the barriers to successful communication, which may be overcome by the support of AAC. The statement of special educational needs will be the starting point, but other components may arise as the pupil tries to engage in school life.

This needs to involve family members/carers, all members of the multi-disciplinary team working with the pupil, all school staff who come into regular contact with the pupil and, where possible, the pupils themselves. Discussion should be be led by a lead person (often the special needs coordinator), who will coordinate the ensuing process.

Anybody within the team as well as any outside services or advice that can be utilised as part of the process should be identified here and approached.

The lengthy and time-consuming process of observing the pupil in various environments by different members of the team will take place over time and the resulting recommendations will be drawn up by the key person.

Will suggest a package of strategies for addressing the identified needs, which may include new equipment, provision of staff training and additional support for the pupil.

The recommendations are put into practice and the success of the recommendations is monitored and recorded. Adequate time should be allowed for these solutions to be tried. A review date for these trials should be agreed at the outset.

All the recorded evidence of the trialling of the solution will be considered by the key members of the original discussion group. If the trial proved successful, then equipment may need to be purchased and new routines put in place to support the identified successful solutions.

These solutions can be incorporated into an ICP, which will summarise how the pupil is supported in order to communicate.

Take a look at Billy's ICP. You can see how his current communication method is summarised so that any individual working with Billy can quickly become a useful communication partner.

Note how reference is made to Billy developing his current skills in his IEP. The monitoring and review process incorporated into developing Billy's communication skills will help him to make great strides in the future.

There is more information on IEPs in this module.

A Communication Passport accompanies a user. It describes an individual's communication skills and preferences to assist others. There is more information on Communication Passports in this module.

Equipment to support communication is often expensive, due to the fact that it is used by relatively few individuals. It is therefore important to make sure that it is both suitable and appropriate for the user. Before purchasing the right equipment ensure that:

• There is not already a similar piece of equipment languishing in a cupboard somewhere.
• You can have the equipment for a trial period first before purchasing it.
• All adults whether at home or at school, support the use of such equipment and are appropriately trained.
• If equipment is likely to need regular servicing, the cost of the additional maintenance should be included in the cost of the equipment.

This aspect of the 'package' is often very costly and time-consuming, but essential to the continued success of the new strategies to overcome some of the barriers to successful communication.

An ICP should be reviewed and updated regularly (at least once a year) and may well contribute to the targets in the pupil's IEP or PC.

In light of the analysis of the reasons for lack of success, a further assessment of need will take place, and the amended package will be trialled and reviewed.