Communicating with Symbols Promotes Skill （与符号交流促进技能）.pdfVIP

Communicating with Symbols Promotes Skill Development in Children with CdLS articlefrom Reaching Out (March/April 1996‐ reviewed 8‐10) Speech, gestures, written symbols, signing and objects ‐‐ they are all ways to communicate a message. For some people with multiple disabilities, however, words may be the least effective method. Other symbols may do the job better. The critical component in using symbolic communication is an inner understanding by the child that a particular symbol truly represents a particular activity, object, action or feeling. The principles for developing this inner understanding are based on what we naturally do with people who have no disabilities. But these principles must be carried out more intentionally, more systematically, and more slowly. Object Communication for Persons with Limited Understanding of Words Using objects is a communication form easily understood by most listeners in both new and familiar situations. This system may be used along with sign language and/or speech to make sure the listener clearly understands. 1. Why Use Objects? The purpose is to provide an alternate form of communication for persons with a limited understanding of words or pictures. Objects, called objects of reference, can represent activities, places or people. The child uses these objects to get information, make choices, or give his message to others. 2. What Objects should be used? An object of reference is something routinely used by the child. Using it systematically is a way of giving the child a cue that a familiar event is going to occur. It is also a tangible way (eventually) for the child to request a particular event. Object communication is particularly useful in a school setting. 3. How should Objects be referenced? A. Make a list of the chi