Every Student, Every Opportunity, Every Day
  • Introduction
  • Personalised Learning Plan
    • PLP Checklist
    • Personlised Learning and Support Plan (PLP)
    • Getting Started: Parent/Carer Consultation >
      • Student Information
      • Health Care Plan
      • Communication Profile
      • About Me
    • Resources
    • Behaviour Intervention Cycle >
      • Flow Chart of Student Behaviour
      • Highlands School Risk Management Plan
      • Behaviour Documentation (ABC, Incident Form)
      • Sensory Checklist
      • Individual Behaviour Management Plan
      • Crisis Control Behaviour Management Plan
    • Interagency Support >
      • Interagency Profile
      • Ageing, Disabilty and Home Care
      • Medical Professionals
      • Therapists
      • Respite
      • Volunteers and Chaplaincy Program
  • Visual and Technology Support
    • Augmentative and Alternative Communication Systems >
      • Classroom Communication Checklist
      • Tangara School Values
      • Expressing Feelings
      • Picture Prompts for Daily Tasks
      • Basic Communication
      • Choices
      • Timetables and Schedules
      • Adpating Learning Activities
      • Voice Output Communication Aides (VOCA's)
      • Sign Language
    • Technology Program Ideas >
      • Interactive Whiteboards
      • Tablets
      • Computer Software
      • Switches
      • Educational Websites
  • Literacy Teaching Strategies
    • Emergent Literacy >
      • Shared Reading
      • Shared Reading in Sunshine Class
      • Guided Reading in Violet Class
      • Self-Selected Reading
      • Writing
      • Working with Words
    • Sensory Stories >
      • Sensory Story-Toys
      • Sensory Story-Spiders
      • Sensory Story-Butterflies
      • Sensory Story-Wilfred Gordan McDonald Partridge

Basic Communication

Basic communication refers to core vocabulary which can be applied in many everyday interactions.  For example, being able to communicate ‘yes’ or ‘no’ can be very powerful for a student with limited communication skills.   

Turn Taking

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This visual is a simple way to reinforce to students how turn taking works. 

It helps students to learn to wait for their turn.  It can be used across activities.  For example, at the computer.

I Like/Don't Like

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Students can place objects or pictures on this board to indicate what they like and dislike. The visual links to communicating "yes" and "no".

More/Finished

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This visual is to prompt students to request "more" or "finished".  Students may use eye gaze, sign language or words to make their r
request. 

This type of visual can be used for "yes" or "no" and "same" or "different". 

Who/What/Where

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'Who, What, Where' is represented by colours and symbols. 

The colours are used to create resources across activities which supports students to  understand and organise information.
 

I want/Finished

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Students can place a photo or visual on this board to represent their choice.  When it is time to finish, the photo/visual is moved to the "finished" side. This board can be used across activities such as play time or meal time, and supports student's in understanding that something is finished.  

Personlised Communication

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Basic Communication Boards can be personlised for individual students based on their communication ability and needs.
Personlised boards can use photos and should reflect the basic needs that a student usually communicates at school.
 

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