Communication


stage1
Students show involuntary or reflex responses to internal or external stimuli usually associated with well-being, e.g. a startled jump to a loud noise. These can be responded to and given meaning to help the child learn the power of communicating.
stage1
To begin with, students’ behaviours are voluntary but are not intentionally communicative as learners do not yet realise they can control the behaviour of others. Students begin to communicate intentionally but in unconventional ways, e.g. through body movement. They realise that there can be a purpose in communicating with others.


stage1
Students use conventional behaviours to communicate intentionally, e.g. gesture, vocalisation. The student ‘acts on’ both people and objects at the same time, e.g. looking at someone and pointing to an object of interest to share their experience. Students begin to use concrete symbols to represent objects/people. Such symbols may be objects of reference, pictures or actions/gestures.
stage1
Students begin to use one or more abstract symbols, .e.g. speech, signs, Braille, printed words, abstract graphic symbols or 3D abstract symbols.