All our Teachers are encouraged to further their SEN training with this training our staff are able to provide training and courses for staff, Professionals and Parents;
At Waverley, we believe that communication is the key to successful education. All our students have significant and in most cases severe communication difficulties. Therefore we strive to enable every student to be able to say what they want, to who they want, whenever they want. We use a variety of communication strategies to enable students to communicate. We see every student as an individual and develop a communication pathway for each student based on their level of understanding, their interests, and their learning style. Speech and language therapists work alongside staff to ensure strategies are effective.
PODD is a communication system that can support children and young people who are non-verbal or are difficult to understand by offering a large vocabulary of aided language (symbols, photos, and words). At Waverley, a number of our students use podd communication books. Each book is individually made for the students to ensure they have a vocabulary that is interesting and motivating to them. We assess each student to ensure they can access the books to ensure ease of communication. For more details on podd contact Nicki Kemp.
Makaton is a language program using signs and symbols to help people to communicate. It is designed to support spoken language and the signs and symbols are used with speech, in spoken word order. We have three regional tutors at Waverley. All staff members are able to use Makaton to support student understanding. All students see Makaton being used and some students use it as their primary mode of communication. For more information about Makaton see www.makaton.org.
The Picture Exchange Communication System is a form of augmentative and alternative communication. It is used with a wide variety of learners who have a variety of communicative disorders. At Waverley, a number of students use PECS to express themselves. We use many PECS strategies to support the student behaviour for example individual timetables, reward cards, take a break and wait. For more information on PECS see www.pecs.org.uk.
4 blocks literacy Developed more than a decade ago by literacy experts Dr. Patricia Cunningham and Dr. Dorothy Hall in conjunction with the first-grade teacher, Margaret DeFee, Four Blocks is a balanced-literacy* framework for teaching language arts in years 1-3. The Four Blocks program — based on the premise that all children don’t learn in the same way — integrates four language arts areas into reading instruction. Those areas are guided reading, self-selected reading, writing, and working with words.
Colourful semantics is an approach created by Alison Bryan. It is aimed at helping children to develop their grammar but it is routed in the meaning of words (semantics). Some students use colourful semantics to support their understanding of language.