Joshua’s communication journey

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Reflection - what these stories exemplify

Key competencies

Joshua is using PECS, singing, and sign language to communicate at school and at home (using language, symbols, and texts). His increased use of these is allowing him to participate confidently in all classroom activities (participating and contributing).

How might this string of stories strengthen Joshua’s identity as a learner?

Joshua is using PECS independently to make requests (agency) both at school and at home (breadth). Joshua is using this form of communication increasingly over time; for example, on 15 February at school, and 23 May at home (continuity). Joshua is now using a variety of communication tools, including PECS, sign language, and singing with the teacher and his parents for different purposes (depth).

For more information on the four dimensions of agency, breadth, continuity, and depth (ABCDs), refer to Narrative assessment: a guide for teachers.

Learning areas

Level 1 English

Joshua is using PECS to communicate his needs to significant adults in his life both at school and at home. Through song, Joshua is beginning to access and imitate features of language, such as rhyme and patterning.

Effective pedagogy

What does this tell us about teaching and learning in this setting?

Routines, songs, and visual and verbal prompt supports are used by the teacher to support and encourage Joshua’s learning. He is immersed in a PECS – and music-saturated environment, which has suited his style of learning (creating a supportive learning environment). The teacher is impressed with the speed with which Joshua took to PECS and this has opened up a whole world of communication for him. Joshua’s teacher has become alert to the many opportunities in a school day for Joshua to use his communication system. Joshua recognised that PECS was a positive form of communication for him and he sought more opportunities to use it. It has now become a natural part of his day (enhancing the relevance of new learning). By recognising and using Joshua’s interest in Thomas the Tank Engine, the teacher has engaged Joshua in communication with PECS (making connections to prior learning and experience). The teacher found a way to make PECS work for Joshua using a reward that was significant to him; that is, Thomas the Tank Engine (teaching as inquiry).

Reflective questions for the reader

“Can people outside of the learning environment understand the communication system being used?”

“Is the communication system you are implementing portable?”

“What are the characteristics of a functional communication system for your student?”

Useful resources

Information on PECS resources from the Pyramid Educational Consultants of Australia website at www.pecsaustralia.com

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