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Ann Gloyn has been a hands-on educational specialist teacher for over 20 years, including 15 years with children who are deafblind. She is presently is teaching at the W. Ross Macdonald School for the Visually Impaired and Deafblind in Ontario Canada.

"I've just just read your article on the "pain" chair idea. This is something we have been trying to teach my son for a very long time.  We would like more information about what you mean by  "language and communication booklets and signs that designate what the location is about".

We use PECS to ask for "I Want",  and my son has many drawers and cabinets labeled with pictures of what's inside, that he understands. Is that the kind of thing you are referring to? Or is there something more? Thanks!

In making up "experience booklets" one first must know that

a) the child has the visual ability to discriminate pictures

b) the child has well developed reference skills meaning he understands that a symbol or concrete object can stand for an acitivity or an idea b

c) the size/placement of the pictures is appropriate for the child's visual aquity or visual field

d) the lack of background and detail will be important for those with optic nerve involvement or cortical loss

Here is an example of an EXPERIENCE BOOK that you may use with the child once they have calmed down.  Review and talk about the experience together, and discuss ways of dealing with anger that may have been more appropriate.   Review the actual video tape of the incident also may work, if the child has the visual and attentional ability as well as enough receptive langauge. 

The acutal Boardmaker symbols © as seen below

available from MAYER-JOHNSON are what we have used to help the child transfer language from using concrete objects to more formal symbols.  As you mention, adding symbols in the child's environment  assist in the development of expressive language, as many of those with CHARGE syndrome lack spontanious language ability.   This is in no way reflective of their cognitive ability or their ability to understand language receptively.

Having the teacher and Intervenor wearing emotion face pictures is useful also, so that they talk about how they are feeling.  We would finish off the day with a generalized review of how the day went, having the child pick out the best emotion pictures to match how the day went and place in a generalized story context as well as the communication partner doing the same.  We used the basic Boardmaker © picks for various emotions, but you can use actual pictures of the child or yourself with different facial expressions.  Using the mirror to explore the different expressions together was always useful.  Here are some that are magnetic, although for those who need smaller size reference.  They were compliments of the Alberta Mental Health

newsletter submissions welcome - please send to info@chargesyndrome.ca