Issue 30, Page 4-5: How signing can support spoken language

What is signing?

Signing is a way to support an individual with SLCN. It is a no-tech alternative and augmentative communication (AAC) approach widely used with pupils whose speech is unintelligible, or whose language and communication are developing differently with diagnoses such as developmental language disorder (DLD) or learning disability. It can be used to support understanding and provides a means of communication for pupils who otherwise struggle to share information verbally.

Signing uses hand gestures alongside facial expression and body language to convey meaning and support communication. Signing systems include sign languages (e.g., British Sign Language, Irish Sign Language – these are mainly used by the Deaf community) with their own grammar and syntax, or sign-supported speech (e.g., Makaton, Signalong or Sign Supported English) where signs are used alongside key spoken words. This article will focus on sign-supported speech.

Will signing stop pupils from talking?

Absolutely not! In fact, research consistently shows that signing supports and enhances language development (see Larkin, 2021, for a literature review). Adults continue to talk alongside using signs, so children still hear spoken language. Signing also has a benefit of forcing the adult to slow their speech rate, so children have more time to process the message. It allows information to be shared in different modalities (visual, motor and verbal), and therefore makes it more accessible to a wider range of learners. As children develop spoken language, many naturally drop the signs as they will use the method of communication that is fastest, easiest and most efficient. Some will not develop a fully verbal communication system; in these cases, it is imperative that they have an alternative means of communication in place (such as signing) so that their voice can be “heard”.

How can I communicate when I don’t know any signs?

When I plan a holiday, I often have in mind some functional vocabulary and phrases I am eager to try. But when I get there, and faced with the opportunity to use my new-found skills, I get flustered and default to English. I worry about being misunderstood, looking silly, and being asked a follow up question, which I would not be able to respond to.

It’s easy to understand why we can lack confidence with using a new signing system. The best thing to do is to have a go, have fun with it and be okay with making mistakes from time to time! There is plenty of training available, including through charities. If the pupil has an Education, Health and Care Plan (EHCP), the requirements for staff should be written in there. Should the child’s needs change or no system be in place, your speech and language therapy service can provide guidance.

Use natural gestures if you are unsure of the sign to use in the moment. The best gestures to use are the ones that show what an object looks like or what can be done with it. For example, holding your hands in the shape of an open book when you say “book” and indicate “reading” by moving your head left to right whilst looking at your “book”.

What strategies can we use to include pupils who use sign systems in daily activities?

Using visual aids such as pictures, diagrams and videos that incorporate signing can support whole class understanding. Some sign systems have an accompanying symbol package that can be used across different visual supports. Getting the class involved encourages inclusivity; incorporate signing into daily lessons and routines, including story time, and pair your students with peers who can sign or are willing to learn. Importantly, ensure that staff are equipped with signs that are functional and meaningful for each individual.

Can pupils use signing alongside another form of AAC?

Absolutely! We all use different means to communicate at different times. With our students, a Total Communication approach is always encouraged. A child with a voice output communication aid (VOCA) or a communication book may choose to use sign or gesture in certain situations; the important thing is that they are communicating and we should validate and celebrate all attempts to communicate.

I want to teach signing to my pupils! Where do I start?

You teach it as you would any language. Start with the basics e.g., frequently used words like ‘help’, ‘like’ or ‘jump’, and remember always say the word whilst signing it. Songs, stories and interactive games will make learning fun and engaging. Only introduce a few signs at a time (depending on your pupils’ abilities, it could just be one at a time). Regularly review and reinforce previous signs throughout the day to help generalise knowledge and encourage practice with peers. It’s worth watching signing programmes (e.g., Something Special on BBC teaches Makaton) to get ideas that could work with your students! Have fun!

References

Larkin, A (2021). ‘How effective is Makaton in encouraging communication, the formation of speech, and enhancing positive social interaction in children and young people?’ Archives of Disease in Childhood, 106, A177.