Signalong: sign supported communication for children and adults with speech. language and communication needs

(or What He Would Have Said If There Had Been Enough Time)

Mike Kennard, Chief Executive, The Signalong Group.

(based on a presentation to the Communication Trust conference 10th October 2008)

1. The Signalong Group began as a partnership of 3 professionals in 1992 and became a registered charity in 1994.   Based in Kent, it is used in most parts of the UK and in some locations overseas.

2. The first Signalong manual was published in 1992 at Abbey Court School in Kent, which catered for children with severe learning difficulties.   The communication team, comprising Gill Kennard(Language & Communication Teacher) and Thelma Grove (Speech & language Therapist) were having considerable success in applying the Derbyshire Language Scheme and Living Language programmes, but were hampered by a lack of relevant signs in the signing system used at the time.   For several years they tried to persuade the publishers of that system to provide additional vocabulary but without success, and in 1991 decided that a new approach was required.   At this stage they were only intending to develop an in-house resource for the school, but with the encouragement of the Headteacher Signalong was published to a wider audience.

3. The current prominence given to speaking and listening, while providing valuable support and structure for verbal children, runs counter to the philosophy of inclusion since there is a substantial body of the school population for whom verbal language is either difficult or impossible.   Of these, Signalong is particularly concerned with children with learning difficulties or autism, although other children with disabilities also benefit.

4. We know that there are approximately 65,000 children with moderate to severe learning difficulties in the UK .   A large-scale study of adults with moderate to severe learning disabilities in South London found that 43% had no functional verbal language.   In addition to these, experience tells us that in others who have ability with speech, this will be limited and a difficulty may be masked by responses to other cues.   It can be safely stated that someone with a moderate or severe learning difficulty has language and communication needs.   The prevalence of leaning disability is expected to rise by over 10% by 2020 .   In addition to those with learning difficulties there is an increasing number of children diagnosed as having autistic spectrum disorders, who often have serious difficulty with expressive language.

5. Children with speech, language and communication needs can often benefit from a visual approach.   When we consider the forms that normal communication takes, we can see that most of these are visual.   The diagram suggests a "communication wheel" model; the categories shown are by no means all-embracing but it is an indication of the importance of non-verbal communication in everyday life.   It should be noted how much of this is visual compared to the verbal forms below the line.   This can provide the basis for a Total Communication approach, in which all forms are valid and in which we begin from our student's abilities rather than assuming a facility with words, the most complex form of communication.

It may be noted that of the items above the line, those on the left are  more formal and structured while those on the right are more naturalistic.   Whichever of these works with a particular student should form the starting point from which communication can develop.   If we begin at a level which is too abstract and meaningless then everybody's time is being wasted.  

6. This article will focus on one particular method of visual communication, signing.   Most, but not all, signing in Britain has its roots in British Sign Language (BSL).   This is the naturally evolved language of the Deaf and is not English in sign.   It has its own grammar and syntax, which means that in those settings where the communication problem is not caused by hearing impairment the use of BSL would be inappropriate.  Since the signs do not correspond to the words being spoken it could confuse the student with mixed messages.     Signed English is rooted in BSL but is used in spoken word order with considerable use of grammatical markers.   It is mainly used in teaching English to deaf children.     Paget Gorman Signed Speech is, in their own terms, a "contrived" system, developed to provide consistency and capable of complex grammatical constructions.  It is not based on BSL, although many signs are the same or similar, and is mainly used in the education of children with complex language impairments.        Sign Supported English (SSE) uses signs from BSL in spoken word order and is frequently used by the post-lingually deaf, who have learned spoken language.   It figures largely in the Deaf definition of total communication, which is sign, speech, facial expression and body language.   It also forms the basis for most of the signing used in leaning disabilities.    Key-word Signing systems are widely used in special education.   Work in the 1960s at Meldreth Manor School led to the later development of Signalong, Makaton and See & Say.

7. What are the benefits of signing?

• It is the formalisation of a natural instinct.   Normal speech is accompanied by gestures; signing formalises these gestures, providing a consistent meaning to each.
• Children with learning difficulties often have problems with concentration and attention.   The movement of the hands in the space between communication partners will draw the eye and help to hold the attention of the student.
• The receiver will be experiencing both auditory and visual input, reinforcing the message.   Performance of signs also has a kinaesthetically stimulating effect.
• Although not primarily aimed at the deaf, key-word signing helps those whose hearing is impaired or fluctuating.   People with Down Syndrome tend to be subject to the latter, since the Eustachian tube is easily blocked in any respiratory tract infection.   This may be happening without others being aware, and signing at all times ensures that communication is not lost.
• Children who are not tactile defensive (eg as may occur in ASD) can be taught signs by moulding their hands into the shape.   If this process is used repeatedly the sign will become patterned in the brain.   If used with real objects this can also dramatically improve concept development.
• The spoken word is the most fleeting form of communication, lasting only a fraction of a second in normal speech.   Signs take slightly longer to perform, and the visual representation is therefore more persistent.
• The technology of communication aids has advanced considerably in recent years but by and large they remain expensive and have to be carried or mounted.  The advantage of signing is that it is more natural, encourages the development of speech – and is eminently portable, with our own personalised communication aids at the ends of our arms!
• Signing is intended to support spoken and written language, not to replace it.  The use of visual clues can help the student to key in to the meaning of words, and the combination of these other benefits facilitates the processing of incoming messages.Visual communication aids the development of concepts, one of the main building blocks of language.  
• This is particularly the case when used in real situations, and is most effective when the sign is iconic, i.e. has a recognisable relationship to the real object or action.We tend to use too much language too quickly for our learners.   Most of us have learned our language from birth and have a large vocabulary to call upon.   When we learn to sign we have a much more restricted vocabulary which limits what we can say.   Thus our language becomes more simplified, and the act of recalling the signs tends to slow down our speech.   This makes it more likely that our communication partner will be able to process what we are saying and signing.
• Some people with learning difficulties, particularly those with Down Syndrome, may have a lot to communicate but have articulation problems.   This will tend to result in the message being gabbled and difficult to understand.   If requested to sign the message, the student will have to go through the same process of recalling the sign which will slow down the delivery of speech, making it more likely that the words will become intelligible.
• Much challenging behaviour is rooted in frustration at not understanding what is being said and at not being able to communicate.   Providing a means to understand and be understood removes much of this pressure, resulting in better relationships and a happier life.
• Once successful communication has been achieved, the student is likely to be encouraged to develop further communication, raise levels of achievement and to enjoy life.   Being able to sign puts the student on the same level as his peers, and ahead of many of the population, potentially adding to self esteem.

8. How do we apply key-word signing?

• Always used with speech, ensuring that the sign is performed at the same time that the word is spoken.   This reinforces the link between word, sign and concept.  
• The able communicator should always be aware of the partner's ability to process language.   There is no point in using long sentences with four or five concepts when the receiver can only process one or two.   This applies to both speaking and signing.
• It is important not to overload or pressure the person with communication difficulties.   The able communicator should let the partner take the lead whenever possible to ensure that the process does not break down.
• The able communicator should try to sign accurately and consistently, but be aware that the communication partner may not be able to do this, and accept whatever attempts are made at signing and speaking.   No criticism should be made, although the correct sign can be modelled for confirmation if the situation allows.   Teaching of signs should be done when new ideas are introduced, not in the run of conversation as this will tend to discourage.
• All channels should be used – sign, speech, body language, facial expression and voice tone.   As visual communication, signing requires full commitment: rigid performance, however technically correct, is as communicative as speech delivered in an expressionless monotone.
• Simple language should be used: short sentences, avoiding lists or additional clauses (the comma is an indicator of complexity).   It shows more respect to communicate in short sentences which are understood than to demonstrate a mastery of language which is meaningless to the receiver.

9. What are the benefits of Signalong over other systems?

• Signalong is made accessible through its consistent method of presenting signs.   Any sign in the world can be broken down into handshape, orientation, placement and movement, and Signalong has a meticulous way of describing and depicting signs.   This is explained in the introductory pages of each manual.   This means that users can choose the vocabulary they need without having to attend classes to learn particular signs.
• Signalong training courses focus on understanding the Signalong methodology and the application of key-word signing, rather than teaching blocks of vocabulary which will be quickly forgotten if not used.   This skills-based approach is beneficial to the practitioner, enabling the selection of relevant vocabulary; to the service user, since individual needs can be met; and to the service provider, whose staff will not need to attend classes any time that new vocabulary is required.  
• Practitioners are advised to use whatever communication method is effective, and be prepared to adapt to individual needs and abilities.   To support this, other signs can be incorporated, provided it is understood that if the individual moves to another environment, local or idiosyncratic signs may not be understood.   However, in this case the Signalong methodology allows for accurate descriptions of consistent signs to be passed on to the new environment.
• Signalong has published the largest illustrated vocabulary available in the UK, covering needs ranging from pre-language to independent living and sexual choice.The vocabulary is based of British Sign Language, but used in spoken word order.  
• Over 95% of the vocabulary is unaltered BSL, and where signs have to be adapted or generated, this is done with reference to sources and practitioners of BSL.   Signalong's main signing advisor is a BSL interpreter.
• The vocabulary is constantly developing, with new topics being added all the time.   Signs are also being presented in new formats – ebooks on-line, a nursery rhyme dvd and interactive CD, an agreement with Widgit Software on the development of matching sign and symbol resources.Signalong has always been needs-led, responding to expressed needs.   The charity relies on feedback from the field, particularly from its tutor network in making decisions about development of new resources.
• The charity provides a full back-up service: users who understand the method of description can ring the Signalong office to have signs described over the telephone, and new signs will be researched.  This service is free, although if a diagram is required a small charge may be made.  
• Special vocabularies can be produced.   Small groups of signs can be supplied for printing or copying for specific purposes, larger vocabularies can be licensed or special manuals produced.   Over 40 over these have been supplied by the charity.

10. Signalong training services cover most parts of the UK.  

• Training for staff and families focuses on understanding the descriptions and diagrams in Signalong manuals and on applying principles of total communication.  
• The charity is part of the Open College Network and offers externally accredited training up to level 3.
• Accredited training is also available for service users, to recognise their signing skills and also to encourage peer tutoring.
• Signalong courses are being to the Speech, Language & Communication framework

10. While speaking & listening is an important part of the curriculum, there are some children and adults for whom speech is not the main means of communication.   If we are to have truly inclusive schools, then all forms of communication should be seen as valid, and the curriculum adjusted accordingly to recognise the achievements of those children.

Masidlover M. and Knowles W.: "The Derbyshire Language Scheme", Derbyshire County Council, 1979

Locke A.: "Living Language – Before Words", NFER-Nelson, Windsor, 1985

Emerson E. and Hatton C.: "Estimating The Current Need/Demand For Support For People With Learning Disabilities In England", Lancaster University, 2004

Joyce T. et al: "The Challenging Behaviour Survey", BILD, 1999

Emerson & Hatton, op. cit.

Working Party for Signed English; www.wpse.org.uk

Paget Gorman Society; www.pgss.org

Levett L.M.: "A method of communication for non-speaking Severely Subnormal Children – trial results", Br. J. Dis. Commun., 1969

For more information about Signalong, please go to www.signalong.org.uk

To contact the author, please email mkennard@signalong.org.uk

This paper may be quoted or copied, provided that acknowledgment is given to the source.