A Total Communication Environment

We adopt a ‘Total Communication’ approach and embrace that communication is not just about talking. We also emphasise the importance of body language, signs, symbols, objects and more creative mediums such as music and art. This facilitates individuals with communication difficulties to interact with others in the way most accessible to them. 

Total Communication involves pupils and staff using every form of communication available to them, with particular emphasis on what is relevant to individuals. This can include: spoken language (verbal communication), non-verbal communication (e.g. body language, facial expression) and Alternative and Augmentative Communication (AAC). 

AAC systems used at PCHS&C include:

• Voice Output Communication Aids
• Makaton signing
• Symbols
• Core communication boards
• Core communication books
• Picture Exchange Communication System (PECS)
• Pragmatic Organised Dynamic Display (PODD)
• Objects of reference
• Visual supports e.g. TEACCH
• Intensive interaction
• Communication passports

A Total Communication environment supports everyone to increase their functional communication (communication used in everyday life). It aims to improve quality of life, develop social communication skills and facilitate more communication opportunities for students, staff, family and friends. Careful consideration is given to the learning environment in order to make the communication systems on offer as effective as possible. Consideration of a sensory supportive environment including lighting, background noise, position, posture and objects that may distract, will help individuals form connections and facilitate successful interactions.

When pupils start school, we often do not know what their communication potential is. It is our role as educators to recognise their level of understanding and to identify their preferred methods of communicating. A ‘Total Communication’ environment helps us to identify personal communication strengths and challenges and allows us flexibility in using the most appropriate communication method with each pupil. It also helps us make informed educational decisions regarding the communication methods that will support a pupil’s lifelong learning and future pathway. We work closely with outside agencies, as well as commissioning our own independent providers, to ensure the best communication outcomes for each individual.

Language provides the foundation of thinking and learning and should be prioritised.  Providing communication opportunities, consistent modelling and using a combination of effective tailored strategies will facilitate the development of personal preference and the skills to access purposeful engagement with others.