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Chapter 7
Developing communication skills
Learning objectives
This chapter aims to:
• highlight the importance of communication to support inclusive classrooms

• provide an overview of what we know about children’s development of language and
communication
• inspire future teachers to reflect on how they support communication in preschools. centres and
classrooms
• introduce strategies that have been shown to support language, communication and social
development
Key points
1 Every student can communicate.
2 Language (spoken, signed, written) is the basis for most classroom experiences.
3 Knowledge of the steps involved in acquiring language and communication will support
teachers to provide experiences that support development.
4 The acoustic environment of centres and classrooms is influenced by many variables that can
both support and hinder students’ listening and learning.
5 The use of assistive technology can support communication by deaf students, students with
hearing impairment and students with complex communication needs.
6 Teachers have a responsibility to support Indigenous students and students from diverse
linguistic backgrounds to access and learn their first languages.
7 A range of well-documented communication strategies will support the inclusion of students
with autism spectrum disorder in regular classrooms.
8 Some students may benefit from support that focuses on social, emotional and communication
learning.
Copyright © 2017 Cengage Learning Australia Pty Ltd

Foreman 5e Inclusion in Action Instructor’s Manual 60
Suggested responses to narrative

discussion questions, reflect on this and
end-of-chapter activities
Narrative 7.1
1 Discuss how your life might be different if you were unable to speak.
• Student responses to this question are likely to be varied and personal. Examples of
responses may include:
▪ frustration and many other negative social effects
▪ depression and anxiety
▪ very limited and different social experiences
▪ reliance on others including family and support people
▪ restricted education and vocational opportunities
▪ use of technology.
The variety of student responses to this question will provide opportunities to discuss
what sort of supports may benefit students who are unable to speak. For example,
alternative forms of communication as detailed below.
2 In a group, practise communicating without using speech. What strategies did you use and were
these effective?
• A variety of non-speech communication techniques can be used. These include:
▪ informal sign language and gestures
▪ formal sign language
▪ pen and paper (however, literacy skills are needed here)
▪ mobile phones/ tablet devices with appropriate applications (e.g. Instagram,
Facebook, texting etc.)
▪ computing devices (with text input and text-to-speech software)
▪ speech-generating communication devices designed specifically for people who
are unable to speak.
• Success in the use of alternative communication techniques and systems is likely to
depend on:
▪ communication partner’s skills and understanding
▪ knowledge and skills in using the technique/device
▪ having the time and personal qualities to communicate (e.g. patience to wait for
responses)
▪ broader language and communication skills such as knowing how to initiate a
conversation and ask questions
▪ level of literacy skills or knowledge of the symbol system used by the device.
3 Watch some online video clips of children communicating using speech-generating AAC devices.
What differences do you observe about how they communicate?
• There are many differences to observe. These will vary from video to video and from
child to child. Examples include:
▪ the power and importance of communication
▪ use of a computer-generated voice
▪ additional time taken in generating messages
▪ challenges involved in using the devices (e.g. symbols used, accessing the
symbols)

▪ the presence of additional support needs (e.g. physical and sensory)
4 What could you do to ensure that the relationships between yourself as a teacher, parents and
professionals are positive and constructive?
• A wide range of strategies is available to teachers that could support relations with
parents. For example (refer to narrative 7.2 below also):
▪ scheduling regular face-to-face meetings
▪ develop a genuine interest in them as individuals and as part of the wider
community
▪ ensure your communication is empathetic and that you are an effective listener
▪ communicate honestly and truthfully at all times. this includes admitting to
mistakes and lessons learned
▪ take steps to ensure you practice an ‘open door’ policy
▪ treat students and parents with respect at all times.
Narrative 7.2
1 What can you do to ensure that you have an effective relationship with children’s parents and
other educators who might be supporting a child?
• Further examples include (refer to narrative 7.1 above also):
▪ Respect and understand the parents’ perspectives and beliefs.
▪ Use a home–school communication system (e.g. an App or a notebook).
▪ Ensure achievements and samples of work are made available for parents to view
and comment on.
▪ Develop effective interpersonal communication such as active listening and
problem-solving skills.
▪ If the family is from a different culture, ask questions and develop an interest in
their culture. Read about cultural norms and protocols. Say: ‘I am new to your
culture but I want to know more – can you help me?’
▪ Invite parents into the classroom to spend time participating in class life and
share your observations.
▪ Link parents with appropriate support networks and specialist advisors.
2 Reflect on your attitudes and expectations of a student who experiences communication and
behaviour challenges. Discuss with others about what has shaped your attitude. Consider what is
needed for you to develop high expectations for success of students.
• Recall your own experiences from school and the wider community.
• If you have negative perceptions, consider what causes these.
• Consider how negative perceptions and expectations might influence your thoughts,
words and actions as a teacher.
• Identify and engage with peers who demonstrate positive thought and actions towards
students with communication and behaviour challenges.
• What information might support your personal and professional development and your
understanding of students?
• Identify some examples of when you might have held low expectations and these were
met or exceeded. Similarly identify examples of when you held high expectations and
these were met.

Reflect on this
What are some ways to overcome the challenges you might face in supporting a child with hearing
impairment in your class?
Possible challenges include developing your knowledge of supporting technology such as hearing aids
or FM sound systems and understanding of the impact of hearing impairment on learning and
participation. Potential solutions to help overcome these challenges include:
• building relationships with deaf education professionals involved in supporting the
student
• asking someone with relevant experience for feedback on your classroom’s
physical/acoustic environment and suggestions for improvements
• spending time learning about the hearing technology (e.g. hearing aid maintenance, FM
system use) and your role in using and supporting the technology
• learning about visual communication strategies (e.g. key word signing, visual
communication supports).
Can you think of a student who has difficulty communicating their needs and emotions?
• Most teachers will have a student in their current class with who experiences difficulty
communicating.
• The difficulties students experience in communicating their needs and emotions are
often subtle and show up in the ways in which they interact with teachers and their
peers. Contrasting examples include:
▪ a student who appears withdrawn and has limited interaction with their peers
▪ a student who is physically or verbally aggressive towards others
▪ a student who you struggle to understand what they are saying.
How could a teacher integrate the focused special interest strengths that children with autism
spectrum disorder have – to support their communication and learning?
• Find out what a child’s special interests are by asking parents and others who know the
child, and by observing the child.
• Seek input from people who know the child about how their interests could be included
in class activities.
• Think and act creatively in finding ways to include images, items, practices, information
etc. related to the special interests in class activities. For example, a child who is
interested in aircraft could be attracted to activities that include images of aircraft.
Practices related to aircraft such as planning a trip or a game involving toy aircraft might
increase attention, participation and learning of a child.
• Place relevant images on other communication and learning supports (e.g. daily
schedules, social stories etc.).
• Involve the child in planning a trip to place where the special interest is present (e.g.
train travel, zoo, office etc.).
Discussion questions
1 Consider the importance of spoken communication to your life.
• Being able to speak with others is something we tend to take for granted until something
impacts on this or we come across someone who experiences communication
challenges.
• Speech enables us to learn, to teach and to share our experiences.
• Speaking with others enables relationships to develop and evolve.

• Communicating with others is a fundamental human activity.
2 What can a teacher do to facilitate spoken language development?

• Teachers are in an excellent position to influence the language and communication
development of students. Here are just a few of the many strategies that teachers can
utilise to support the development of spoken language and communication:
▪ Ensure spoken communication is valued at all times within classrooms. For
example, instead of saying ‘Be quiet – NO talking!’, acknowledge the importance
of talking and be clear about reasons why students should also develop listening
skills.
▪ Sometimes as adults we need to ‘stop talking’ to provide students time and space
to talk.
▪ Consider the experiences children need to have in order to develop vocabulary
and knowledge to support spoken language.
▪ Set aside specific times during the day to focus on talking.
▪ Talk about how and why we communicate.
▪ Talk about and experiment with sign language, gesture and body language.
▪ Learn about different languages and cultures.
▪ Study Indigenous languages – engage with local indigenous people to support
this.
▪ Make links between oral and written language.
▪ Focus on listening skills – be explicit about how and why we listen.
3 When should you consider seeking additional support for assessing and supporting a young child’s
language and communication?
• Teachers have a responsibility to ensure students who may experience difficulties
developing communication and language skills are identified and able to access
appropriate support services. This is particularly important for teachers working in new
entrant and junior school classrooms as early support is likely to ensure positive long-
term outcomes.
• The best time to seek additional support is as soon as you suspect a student might be
experiencing difficulties speaking, listening or reading and writing. Build professional
networks and relationships by developing a ‘team’ that you can rely on to provide timely
and accurate feedback on students who experience challenges in communicating.
• Adopting a ‘WAIT and SEE’ approach is very risky unless you and your colleagues
(including specialists such as speech-language pathologists) agree it is appropriate.
• If you are inexperienced working with students from other cultural backgrounds, seek
support early to ensure you provide optimal learning opportunities for these students.
4 What communication considerations can teachers use to develop Indigenous Australian and
Māori language knowledge and skills?
• Take a personal interest in learning about the culture and language. Model this personal
interest to Indigenous students and the wider class (e.g. by regularly using Indigenous
vocabulary during class).
• Seek out and build meaningful relationships with members of the local community who
are knowledgeable in the culture and language. Invite them into the classroom to
support language and cultural activities.
• Develop activities that encourage and support the learning of Indigenous language and
cultural knowledge.
• Provide opportunities for Indigenous students to be guided and informed by their culture
and language background (e.g. preparing assignments or undertaking activities in their

first language).
5 What strategies can you employ to support children with ASD to develop communication and
social abilities?
• Develop your own confidence and belief that this student can be included and supported
appropriately in your class, and that they will also achieve academic success.
• Develop your own and other students’ knowledge of the student and their ways of
communicating (e.g. waiting longer for a response from the student, provide
opportunities for the student to select topics and initiate conversations).
• Use of visual communication strategies throughout the class and school environment.
• Integrating students’ special interests into daily classroom activities.
• Focus on positives and consider long term goals.
• Ensure you are part of a team supporting this student and meet/communicate regularly
Individual activities
1 While observing in a classroom, consider how many opportunities children get to provide oral
responses to comments or questions. Reflect on the teacher’s communication style and how this
supports children’s development.
• Some questions and issues to consider include:
▪ What strategies does the teacher use to provide opportunities for students to
talk?
▪ What challenges or barriers are present that limit students’ opportunities for oral
communication?
▪ What sort of model does the teacher provide for students’ as far as spoken
language is concerned?
▪ Do ALL students have the opportunity to speak during the class?
▪ How is my classroom practice similar or different to that being observed?
▪ What additional strategies and practices could be implemented to encourage and
support student’s oral communication?
2 Converse with a young child (e.g. during a play situation or joint-book reading) and reduce your
use of questions. Instead use descriptive comments, long pauses and lots of facial expression and
gestures. How does this influence the child’s communication?
• Is this a natural way to communicate for you? Or could you benefit from support and
coaching in this area?
• How does your communication with students change if you are tired or anxious
compared to when you are relaxed and happy?
• Are all students confident at speaking?
• What other strategies and techniques might you use to support ALL students to
communicate?
Group activities
1 Set-up role-play activities, and practise communication between teachers and students who
might be having difficulty learning to communicate.
• The aim of this activity is for student teachers to practice communicating with learners
who have communication difficulties in a non-threatening environment. This role-play
context will provide students with opportunities to use new or different communication
techniques before applying these skills in real-world contexts. This will require students
to develop their understanding of students’ communication and the challenges that

some students face when communicating. This can be achieved by observing students at
school or watching video clips.
• An example activity is for some students to play the role of learners who are unable to
speak and for other students to develop confidence in interacting with learners using
AAC systems and strategies such as sign language, communication boards or speech-
generating devices.
• This group activity will also help students to reflect on their experiences with children
who have difficulty communicating and to receive and provide feedback from/to peers
on their communication strategies.
2 Develop a range of visual resources (e.g. a visual timetable) to support a child’s ability to deal with
changes in activities and routines.
• The resources could include:
▪ visual schedules for a typical school day
▪ visual schedules for a school outing or special activity
▪ visual schedules for a daily routine (e.g. lunchtime)
▪ choice-making activities
▪ resources to support students’ involvement in specific lessons (e.g. book-reading
activity).
• A number of considerations must be made when developing these resources. These
include:
▪ Selection of appropriate symbols and words. For example, are coloured symbols
appropriate or are real objects more appropriate for student’s level of
understanding?
▪ What format will be used? (e.g. does the student have any vision difficulties?)
▪ Is an advance warning of activity change required – if so, how will this be
presented to the student?
▪ Where will the schedule be displayed?
▪ Will other students in the class be made aware of the resources?
3 Pretend that you have lost your ability to speak.

a. In a small group, designate a person to take a non-speaking role. Spend time
communicating with this person. What changes take place in your communication
interactions?
The rationale for this activity is for teachers to experience what it might be like to
experience significant communication difficulties in order to develop their understanding
of the barriers to successful inclusion.
b. Develop a personal communication board using symbols. Practise using this board to
communicate with others, by pointing to symbols. How could this experience help you
support a student who is unable to use speech?
The rationale for this activity is to provide an opportunity for teachers to experience
development of an augmentative and alternative communication system. The activity
requires refection on a number of questions and issues that arise. These include:
▪ What decision-making processes did you go through when selecting the symbols
for your board?
▪ What would this be like if someone else developed this board for you or in effect
put words in your mouth?
▪ What are some strategies that you could use to ensure the learner had input into
selecting what words, thoughts and activities were placed on their
communication board?

▪ What level of symbol understanding is needed for the learner to communicate

using the communication board?
4 Design a series of activities to support a student’s development of social skills during lunchtime
activities.
• Specific programs to support the development of social skills are appropriate to support
the inclusion of students with autism spectrum disorders and students who experience
social communication difficulties. Considerations when developing these programs
include:
• What are the specific goals of the program?
• How will progress and success be measured?
• Who will be involved in development of the program? (e.g. parents, teachers, support
staff, student, peers).
• Who are appropriate peers to participate?
• What supports are required (e.g. visual supports or social stories)?
• What preparation work is required for peers and the student?
• What level of teacher support is required and how will this be faded over time?
• What review process is needed?
Chapter video
Each Chapter has a video that has been specifically created to support Inclusion in Action.
Video title: Developing communication skills: strategies to support Cody.
Description: The video clip developed to support Chapter 7 shows an interview with Belinda (a
teacher and learning support coordinator) and Kate (a class teacher), who support Cody, a student
who has aspects of autism spectrum disorder. Kate and Belinda describe the language and
communication difficulties that Cody experiences in the classroom. Effective support strategies are
also presented.
Questions and activities on CourseMate website:

1 How do the teachers describe Cody’s issues? How might they affect her learning?
2 What strategies/activities do the teachers employ to assist Cody and her learning?
Additional questions for Instructors’ use:

3 How might Cody’s language difficulties be identified – and who is likely to provide input into
this process?
4 Explore the differences and relationship between ‘receptive’ and ‘expressive’ language –
particularly for students with Autism Spectrum Disorder.

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Clown of the jungle. 1 reel. © 31Dec46; L1131. Walt Disney
Productions (PWH); 4Feb74; R570686.
R571260.
Wanted for murder. 10 reels. © 1Nov46; L727. Twentieth Century
Fox Film Corporation (PWH); 10Jan74; R571260.
R571439.
Undercover Maisie. By Loew’s, Inc. 9 reels. © 20Feb47; L863.
Metro Goldwyn Mayer, Inc. (PWH); 25Feb74; R571439.
R571689.
The Man I love. By Warner Brothers Pictures, Inc. 10 reels. ©
11Jan47; L776. United Artists Television, Inc. (PWH); 27Feb74;
R571689.
R571690.
Humoresque. By Warner Brothers Pictures, Inc. 10 reels. ©
25Jan47; L793. United Artists Television, Inc. (PWH); 27Feb74;
R571690.
R571691.
The Beast with five fingers. By Warner Brothers Pictures, Inc. 10
reels. © 8Feb47; L819. United Artists Television, Inc. (PWH);
27Feb74; R571691.
R571692.
Nora Prentiss. By Warner Brothers Pictures, Inc. 11 reels. ©
22Feb47; L845. United Artists Television, Inc. (PWH); 27Feb74;
R571692.
R571693.
One meat brawl. By The Vitaphone Corporation. 1 reel. © 9Jan47;
M1548. United Artists Television, Inc. (PWH); 27Feb74; R571693.
R571694.
Let’s go swimming. By Vitaphone Corporation. 1 reel. © 25Jan47;
R571695.
Melody of youth. By Vitaphone Corporation. 1 reel. © 27Jan47;
R571696.
Circus horse. By Vitaphone Corporation. 1 reel. © 21Jan47;
R572004.
13 Rue Madeleine. 10 reels. © 15Jan47; L942. Twentieth Century
Fox Film Corporation (PWH); 1Mar74; R572004.
R572005.
Monkey tone news. 1 reel. © 17Jan47; L944. Twentieth Century
Fox Film Corporation (PWH); 1Mar74; R572005.
R572006.
Fantasy of Siam. 1 reel. © 3Jan47; M1642. Twentieth Century Fox
Film Corporation (PWH); 1Mar74; R572006.
R572007.
Michigan Kid. By Universal Pictures Company, Inc. 8 reels. ©
18Feb47; L877. Universal Pictures (PWH); 1Mar74; R572007.
R572008.
Song of Scheherazade. By Universal Pictures Company, Inc. 12
reels. © 18Feb47; L878. Universal Pictures (PWH); 1Mar74;
R572008.
R572009.
I’ll be yours. By Universal Pictures Company, Inc. 93 min. ©
18Feb47; L879. Universal Pictures (PWH); 1Mar74; R572009.
R572010.
Inc. 1 reel. © 4Feb47; M1800. Universal Pictures (PWH); 1Mar74;
R572010.
R572011.
Company, Inc. 1 reel. © 6Feb47; M1801. Universal Pictures (PWH);
1Mar74; R572011.
R572012.
1Mar74; R572012.
R572013.
1Mar74; R572013.
R572014.
1Mar74; R572014.
R572015.
1Mar74; R572015.
R572016.
Pelican pranks. By Universal Pictures Company, Inc. 1 reel. ©
18Feb47; M1884. Universal Pictures (PWH); 1Mar74; R572016.
R572017.
Rhumba holiday. By Universal Pictures Company, Inc. 1 reel. ©
R572018.
Wild West chimp. By Universal Pictures Company, Inc. 1 reel. ©
R572019.
1Mar74; R572019.
R572020.
1Mar74; R572020.
R572096.
Neighbor pests. By Loew’s, Inc. 1 reel. © 26Feb47; L931. Metro
Goldwyn Mayer, Inc. (PWH); 1Mar74; R572096.
R572097.
Calling on Costa Rica. By Loew’s, Inc. 1 reel. © 26Feb47; M1795.
Metro Goldwyn Mayer, Inc. (PWH); 1Mar74; R572097.
B572099.
Gandy Goose in Peace time football. By Terrytoons, Inc. 1 reel. ©
19Jul46; L612. Viacom International, Inc. (PWH); 14Mar74;
R572099.
R572100.
Mighty Mouse in The Jail break. By Terrytoons, Inc. 1 reel. ©
20Sep46: L613. Viacom International, Inc. (PWH); 14Mar74;
R572100.
R572101.
Gandy Goose in The Golden hen. By Terrytoons, Inc. 1 reel. ©
24May46; L614. Viacom International, Inc. (PWH); 14Mar74;
R572101.
R572102.
Mighty Mouse in The Johnstown Flood. By Terrytoons, Inc. 1 reel.
© 28Jun46; L615. Viacom International, Inc. (PWH); 14Mar74;
R572102.
R572103.
Mighty Mouse in The Trojan horse. By Terrytoons, Inc. 1 reel. ©
26Jul46; L616. Viacom International, Inc. (PWH); 14Mar74;
R572103.
R572104.
The Tortoise wins again. By Terrytoons, Inc. 1 reel. © 30Aug46:
L617. Viacom International, Inc. (PWH); 14Mar74; R572104.
R572105.
Mighty Mouse in The Electronic mouse trap. By Terrytoons, Inc. 1
reel. © 6Sep46; L618. Viacom International, Inc. (PWH); 14Mar74;
R572105.
R572106.
Mighty Mouse in Winning the West. By Terrytoons, Inc. 1 reel. ©
16Aug46; L635. Viacom International, Inc. (PWH); 14Mar74;
R572106.
R572107.
Dinky finds a home. By Terrytoons, Inc. 1 reel. © 7Jun46; L637.
Viacom International, Inc. (PWH); 14Mar74; R572107.
R572108.
Mighty Mouse in Throwing the bull. By Terrytoons, Inc. 1 reel. ©
3May46: L752. Viacom International, Inc. (PWH); 14Mar74;
R572108.
R572109.
The Housing problem. By Terrytoons, Inc. 1 reel. © 25Oct46;
L772. Viacom International, Inc. (PWH); 14Mar74; R572109.
R572110.
The Snow man. By Terrytoons, Inc. 1 reel. © 11Oct46; L773.
R572111.
Mighty Mouse in The Crackpot king. By Terrytoons, Inc. 1 reel. ©
15Nov46; L814. Viacom International, Inc. (PWH); 14Mar74;
R572111.
R572112.
Heckle and Jeckle the Talking Magpies in The Uninvited pests. By
Terrytoons, Inc. 1 reel. © 29Nov46; L815. Viacom International, Inc.
(PWH); 14Mar74; R572112.
R572113.
Mighty Mouse and the hep cat. By Terrytoons, Inc. 1 reel. ©
6Dec46; L884. Viacom International, Inc. (PWH); 14Mar74;
R572113.
R572114.
Beanstalk Jack. By Terrytoons, Inc. 1 reel. © 20Dec46; L885.
R572115.
Mighty Mouse in Crying “wolf.” By Terrytoons, Inc. 1 reel. ©
10Jan47; L941. Viacom International, Inc. (PWH); 14Mar74;
R572115.
R572286.
26Feb47; M1812. Major News Library (PWH); 5Mar74; R572286.
R572287.
1Mar47; M1823. Major News Library (PWH); 5Mar74; R572287.
R572325.
Mister District Attorney. By Columbia Pictures Corporation. 9
reels. © 19Feb47; L835. Columbia Pictures Industries, Inc. (PWH);
15Mar74; R572325.
R572326.
Johnny O’Clock. By Columbia Pictures Corporation. 10 reels. ©
20Feb47; L836. Columbia Pictures Industries, Inc. (PWH); 15Mar74;
R572326.
R572327.
Cigarette girl. By Columbia Pictures Corporation. 7 reels. ©
R572327.
R572328.
Dead reckoning. By Columbia Pictures Corporation. 11 reels. ©
R572328.
R572329.
Mystery of the cosmic ray. By Columbia Pictures Corporation. 3
reels. (Jack Armstrong, chap. 1) © 6Feb47; L854. Columbia Pictures
Industries, Inc. (PWH); 15Mar74; R572329.
R572330.
Blind spot. By Columbia Pictures Corporation. 7 reels. © 6Feb47;
L855. Columbia Pictures Industries, Inc. (PWH); 15Mar74; R572330.
R572331.
The Far world. By Columbia Pictures Corporation. 2 reels. (Jack
Armstrong, chap. no. 2) © 13Feb47; L861. Columbia Pictures

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• highlight the importance of communication to support inclusive classrooms

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Suggested responses to narrative

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▪ the presence of additional support needs (e.g. physical and sensory)

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• Communicating with others is a fundamental human activity.

2 What can a teacher do to facilitate spoken language development?

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3 Pretend that you have lost your ability to speak.

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▪ What level of symbol understanding is needed for the learner to communicate

Video title: Developing communication skills: strategies to support Cody.

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