[David Erskine]

For a sixth class student who has autism, is pre-verbal and has ‘profound’ needs.

TD snap – symbol, photo and text to speech app for use on most devices

https://apps.apple.com/us/app/abc-kids-tracing-phonics/id1112482869 – to aid with phonics

https://www.starfall.com/h/abcs/?mg=k – further phonics support and for integration into their curriculum

https://nrich.maths.org/eyfs-activities/cooking-children – to provide meaningful maths learning within the context of shopping for ingredients and the communication and opportunities for learning that provides

https://www.topmarks.co.uk/maths-games/3-5-years/counting – look to integrate this into existing curriculum to augment learning

[David Erskine]

Reflection – The SETT offers a logical and holistic framework for enabling learners to make progress. I do think the major drawback, as with all things, is one of budget. Some of the tools and apps are great for my students but would be totally inappropriate for some of the other students in the school – even free apps require expensive devices to host them on.

Strengths – use of AAC, beginning to link letters to sounds

Environment – one to one or paired learning at U shaped table

Task – to recognise and identify SATPIN sounds

Tools – use of interactive white board and ipad

https://apps.apple.com/us/app/abc-kids-tracing-phonics/id1112482869

https://apps.apple.com/us/app/homer-fun-learning-for-kids/id601437586

[David Erskine]

https://uk.tobiidynavox.com/pages/td-snap?tab=1

Using TD snap symbol to speech software in conjunction with immersive reader and lens I aim for a pre-verbal student to order something from a menu independently.
The student is now comfortable in the cafe and the staff know him well. He has been using a symbolised menu, which we created, in order to order his food. He has his own communication device and we have been working on creating a symbolised sentence like ‘Teacher I want apple.’ He is able to do this independently, selecting different symbol banks to find the thing he wants.
His next step will be to take a photo of the physical menu from the cafe (text), using lens and immersive reader to see the things on offer. Then use his existing skills to communicate this to the cafe staff. This likely will take some time and need further breaking down once we have a baseline established. By the end of the year I would hope for him to be able to do this with his family so he can order them a simple meal together.

As for part 2 – I think CPD is as much a mindset as attending courses etc. I think a good course can be one where you take away a couple of things which are useful. It’s about making small steps of progress and not, as the presentations says, about perfection. In my experience most teachers worst critics are themselves.

[David Erskine]

Immersive reader looks like a really impressive tool. I’ve sent a link to the IT lead in the school as it could be a game changer for students higher up in the school. Since my students are pre-verbal and at starter phonics or pre-phonics stages of reading I’ve been wondering how best to use it. We normally do a weekly outing to focus on skills within the community like going to the library, doing some shopping or going for some food in a cafe. It’s here that I think office lens used with immersive reader could help. For example students could take a photo of a menu using office lens and use immersive reader to access a picture of the word. They could then use their communication device to ask for their preferred item. It will take some planning and breaking down but I’d hope they would be able to do it with lots of practice. A great tool for helping my students make sense of the world and something they can use functionally with their parents within the wider community.

[David Erskine]

I am planning to integrate digital communication devices into my classroom to support pre-verbal autistic pupils in our special school and help them engage purposefully in meaningful learning activities. These devices will provide students with a personalised and adaptive means of communication, allowing them to participate in the educational experience.

Enhancing Communication
The primary goal of using digital communication devices will be to give pre-verbal autistic pupils a voice. By implementing apps like Proloquo2Go and LAMP Words for Life, I aim to facilitate effective communication through symbols and text-to-speech technology. These apps will enable students to express their needs, thoughts, and, in time, emotions, allowing them to engage in classroom discussions and interact with peers and teachers. This will also enable their sensory needs to be met more effectively.

Personalising Learning
I plan to customise the digital devices to meet the individual needs of each student. By adjusting the interfaces and vocabulary sets based on students’ cognitive levels and interests, I hope to enhance engagement and motivation. For example, one student is interested in farm animals, and I will customise his vocabulary to include animal-related words. This personalisation should make learning activities more meaningful and relevant for each student.

Developing Social Skills
Incorporating digital devices will also support the development of social skills. I intend to use guided activities and interactive apps to teach students how to initiate conversations, respond to questions, and collaborate with peers. This will augment low tech approaches currently in use such as PECS and colourful semantics. In time, features like social scenario pictures and video modelling will help students understand social cues and appropriate behavior in various settings. This approach will not only improve their ability to participate in community activities but also boost their confidence and self-esteem.

Providing Individualised Learning Opportunities
The use of digital communication devices will allow access to a wide range of educational resources that cater to diverse learning styles. Interactive apps and multimedia content will enable students to explore subjects at their own pace, empowering them to take control of their learning. By doing so, we can ensure that pre-verbal autistic pupils have the opportunity to engage in meaningful and purposeful learning activities.

In summary, by integrating digital communication devices into the classroom, I plan to enhance the educational experiences of pre-verbal autistic pupils. These devices will support effective communication, personalised learning, social skill development, and individualised learning opportunities, helping students participate meaningfully and achieve their full potential as members of the school and local community.

[Author]

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