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Communication and Language - Essay Example

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COMMUNICATION AND LANGUAGE Responding Pupil’s progress Charlie has been working towards responding to objects and activities completing steps in a familiar routine or activity. Particular pleasing this year has been to see Charlie remain engaged in regular and familiar activities for substantial periods providing he is calm and happy…
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Communication and Language
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"Communication and Language"

Download file to see previous pages He will now look at and reach rather than grasp an object as an adult presents it. He has also become more willing to perform familiar actions on an object without mouthing it but using his hands to hold and manipulate objects for longer. He has also shown greater attention to where objects move to or from during the activity. This has been particularly noticeable during our greeting sessions. At the beginning of September he needed adult coactive support to tap a drum to say ‘hello’, as he has become more familiar with activity where he begun to use both hands to tap a drum with adult verbal encouragement. Now he will reach instruments spontaneously to say ‘hello’ as adult moves around the circle asking ‘who want to say hello first’. He is also able to indicate if he wants to continue the tapping action or he finished saying ‘hello’ by clapping his hands to indicate more or pushing the drum away. He finds it amusing if an adult copies his simple drumming actions, responds with a smile, and listens to it. Interacting Pupil's progress Charlie has been working towards developing his interaction and playing skills with adult and peers. Charlie has made steady progress with developing his communication, social, and interactive skills with class staff and peers as the year has progressed. He has shown an increasing interest in trying to influence the adult actions during self-occupation time to get what he wants or during group session as mentioned above and one-to-one sessions such as interactive games focusing on communication, taking turns, interacting and responding to adult partner. For example, simple hand clapping games that requires him to form quick thinking, cooperation, and reaction to a game like clapping one's own hands, clapping both hands of a partner, and clapping one hand of a partner, generally across such as the right hand of each player at an appropriate junction.  During self-occupation time, he will move in the direction of the plasma screen and make brief eye contact with an adult to let them know what he wants. If the adult ignores his communication, he will walk around the plasma screen, look behind the speakers, turn on a socket plague and manipulate a key to open the box with laptop attached to the screen. During leisure time, when approached by an adult and asked, “what you want Charlie?” he will hold his hand and guide him in the direction of the plasma screen or balcony / class door to watch his friends playing or to go for a walk. He is now learning to transfer these learnt skills to class activities. Last year, Charlie preferred contact with adults to that with peers, but this year he has been starting to pay more attention to his class friends if he is engaged in a simple game with them or when they are exploring interesting things. For example, he will pay attention to an interesting object controlled by another pupil, and will come to him or her, reach for the item and explore it for brief moment before giving it back to his peer. This term, Charlie has developed a friendship with two girls in class Huma and Aiashah. He responded with interest to social overtures from them and used some actions to prolong interaction with them. For example, he will sneeze on purpose to make Aaishah laugh or will allow her to hold his hand and move them in the rhythm of ‘ ...Download file to see next pagesRead More
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