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The Chute
The chute is a special/fun posting box which is designed for posting cards with something on each side. You post it with one side facing up, and it pops out of the bottom showing the other side. You could use this for phonology work for example, having picture cards with the initial sound written on the back. The pupil says the initial sound for the picture, posts the card and checks if they were right from the card when it comes out the bottom.
How to make the chute
You will need:
Simple topic maintenance
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| My interests |
| |
| Topic introduction
| ||
| Talk about it
| Optional:
| |
| Likes and dislikes Something to record the students responses on (e.g. paper/pen) which can later be used as a prompt; Soft ball or beanbag. | To make it harder, you can go around again asking for favourite drinks - so that everyone now has to remember a food and a drink for each student when they pass the ball (e.g "Tim - (you like) carrot cake and tea"). You could use favourite games, favourite places to go, etc. instead. | |
| What have you done today? Way of recording students responses - e.g. paper/pen, whiteboard/marker; Soft ball or beanbag. |
Strategies for eliciting single words/short phrases/gestures
| Activity name/materials | Instructions | Comments |
| Wrong picture names! Materials: Set of pictures of everyday objects - these should be cards that the child knows the names of |
Director/fundraising advisor
We are looking for a volunteer Director/fundraising advisor to join the Commtap team.
6 hours per month including attendance at monthly board meetings at Commtap's office in London
Select a picture on an eye gaze frame
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Picture pairs Plastic perspex sheet with hole in the middle, around 40cm x 30cm (e.g "E-tran frame"); Two sets of everyday picture cards - or whatever the student is interested in. |
| If the student has difficulties, you can try pointing it at each position on the frame - starting from their top left and working across and down - say "is it here" at each position ("no!") - until you get to the right position, say "yes" "here's the....". Say "look at the....", then ask them and say "where was the....?" - taking your eyes slowly to the position - trying to take the student's eyes with you. When you get there, take it off, pretend to eat it (for example) and then put it on the "done" pile with the other card. More ideas about this here from Call Scotland. Going further When a student can do this with one picture, try adding more pictures on the frame (distractor pictures). Start with two, then three/four (one on each corner), then gradually up to seven (each corner and the middle of each side except the bottom side. Put the target card - the one you are working on - in one of the positions you are using. |
| Find the picture/item Plastic perspex sheet with hole in the middle, around 40cm x 30cm (e.g "E-tran frame"); Two sets of everyday picture cards - or whatever the student is interested in. | If the student has difficulties, you can try pointing it at each position on the frame - starting from their top left and working across and down - say "is it here" at each position ("no!") - until you get to the right position, say "yes" "here's the....". Say "look at the....", then ask them and say "where was the....?" - taking your eyes slowly to the position - trying to take the student's eyes with you. When you get there, take it off, and pretend to eat it/drive it etc. More ideas about this here from Call Scotland. Going further When a student can do this with one picture, try adding more pictures on the frame (distractor pictures). Start with two, then three/four (one on each corner), working up to seven (each corner and the middle of each side except the bottom side. Put the target card - the one you are working on - in one of the positions you are using. | |
| Confirmation using a "special spot" Plastic perspex sheet with hole in the middle, around 40cm x 30cm (e.g "E-tran frame"); Two sets of everyday picture cards - or whatever the student is interested in. | The idea of this activity is for the student to learn how they can confirm a choice. It is necessary to have some way of them confirming a choice because:
All these will make it difficult to be sure what they are trying to communicate. The "special spot" (which could for example be a red circle stuck in the bottom middle of the frame) can be a point that a student to look to to:
|
2014-04: Speech and Language Therapy: Art or Science - Commtap's Free Anniversary Event
Dear Anonymous
Commtap is 10, and to celebrate we are inviting you to come to a free event.
Jane Stokes from Greenwich University will present "Speech and Language Therapy: Art or Science"; you willl learn of Commtap's latest developments from Neil Thompson; and there will be drinks and nibbles and opportunities to meet others involved in Commtap!
When: Tuesday June 10th 2014, 6pm to 8pm
Where: Phoenix School, 48 Bow Road, London, E3 2AD (UK)
Schedule
Using Commtap in reports/short links
If you are writing a report - such as a speech and language therapy report - which you are going to print out and send to someone, or if you are going to put links to Commtap in an email, you may want to use shorter/easier to read links.
Links to the different sections on Commtap
You can use the following links which go to the different sections on Commtap:
Commtap
| Website |
Elklan
| Website |
Key Word Signing
Aims of the Key Word Signing group:
- Share information about key word signing systems that are used around the world;
- Share ideas for teaching key word signing systems;
- Anything else to do with key word signing with the hands.
Support Commtap to keep it online
Thank you for visiting Commtap.
Please read this message as it is extremely important.
- Visitor donations mean we can continue to host over 1,000 free activities to support speech, language, and communication development.
- Visitor donations mean we can continue to provide free resources to address a wide range of communication needs, including limited speech or language, interaction challenges, and needs associated with conditions such as developmental language disorder, autism, and cerebral palsy.
- Visitor donations mean we can continue to provide resources to support the work of speech and language therapists, teachers, teaching assistants, parents, and carers.
- Visitor donations mean we can continue to provide the free key word sign dictionary (bks.org.uk) which has over 2,000 Makaton and Signalong signs.
We know that not everyone is able to afford to pay to access these resources, however, if you can, please make a minimum donation of £10 to keep the site going.
Thank you
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