A Case study from Murphy Crescent School
Each part of the display is designed to be used by all the senses.
Area 1- we can see, spectacles made from acetate, can be taken down and used by pupils
Area 2- we can taste, hang up a net bag of chocolate buttons, a 'Jif' lemon squirter can be used with various flavoured juices.
Area 3- we can feel, shapes made by drawing around pupil's hands on a range of textured papers
Area 4- we can hear, musical instruments and a big mack switch, pupils enjoy recording their own messages of welcome when passing
Area 5- we can smell, scented paper cut into appropriate shapes allow pupils to scratch and sniff chocolate, lemon, pine etc. Department store perfume departments are a good source of smell samples
Specialist textured and scented paper is available from Supportive Learning Publications, Tel.01691 774778, E-mail ellison@slpuk.demon.co.uk website; www.slpuk.demon.co.uk
Introduction
Murphy Crescent is a small special school in County Durham that caters for pupils with severe and profound learning difficulties; many of our pupils also have some additional sensory and/or physical difficulties.
It is important to us that all the pupils in our school have access to and ownership of their environment. It is a belief that has led us to consider a range of ways by which we can use the school environment to support our pupils learning.
For many of our pupils we use pictures and symbols to support literacy and to provide an alternative means of communication, we also use a range of switches and switch systems to enable our pupils to communicate and make choices.
When planning displays for around school, staff endeavour to include, tactile and auditory elements, on occasion we have been able to use olfactory features such as scented paper.
Incorporating these elements into your school environment requires
TIME and IMAGINATION
It does not require
TECHNICAL KNOW HOW or LOTS OF MONEY
We believe that some of the underlying principles we have applied to our school environment and the ideas we have had could benefit all pupils in any type of school.
NB:We do not have a wonderful building, but are based in prefabs due to an arson attack that totally destroyed our school. Also chat up your caretaker or any other DIY enthusiast they are an invaluable resource
Displays
On entering our school building pupils have created a display entitled 'Welcome to Our World'
This shows a collage of the earth made by pupils aged16-19. The text is in symbol form and reads, 'we can see, we can taste, we can smell, we can hear' and 'we can touch'. On the display are; hands cut from a range of textured papers, there are spectacles made with sheets of coloured acetate which can be taken from the board for pupils to try, there are musical instruments and a Big Mack on which pupils can record their own messages, there are objects cut from scented paper and things to taste, for example, lemon juice that can be squirted. This display appeals to all our pupils despite their various disabilities. Non-readers can understand the messages and visitors to school are immediately aware of our philosophy and the pupil's strengths
Another example of an interactive display can be seen in this typical Halloween scene.
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1. Shimmering curtain from Spacekraft in front of display, available in black and silver diffraction. Tel. 01274 581007 E-mail enquiries@spacekraft.co.uk website; www.Spacekraft.co.uk
2. The witch has a Big mack switch under her bin bag dress. Big macks are single switches that can record any sound simply and quickly. The cost approx £100 and are available from Semerc. Tel 0161 827 2887 E-mail semerc.info@gmg.co.uk website; www.semerc.com
3. Clap hands and the Ghost operates this was bought from a local supermarket as was the broomstick and light up spectacles. Winnie the witch is available in both big book and CD ROM format
This display is surrounded by a sparkling curtain which encourages pupils to 'enter' and explore the spooky display, once inside they can read 'Winnie the Witch', using the light up glasses of course. They can feel the furry spider and the spiky broomstick, the small spider will climb up to his web (this is a cannibalised novelty keyring) and the ghost will light up and make scary noises if pupils clap their hands. The pumpkin can be taken down and bounced and if anyone dares to touch the witch she will scream and cackle.
Most of the elements of this display were found in local supermarkets and novelty shops, they were attached to the display using hooks from a DIY store so that they can be easily taken down and handled by pupils in wheelchairs or those too small to reach them. A Big Mack under the witch's dress enabled us to add our own sound effects. Follow up work can be done in the classroom using a 'Winnie the Witch' CD-ROM.
Just one word of warning take note of the position of 'magic eyes ' on your school security system as this type of display is notorious for falling down or moving around when the heating comes on and setting the alarm off!
Using Symbols
Symbol systems are used throughout school to label, to instruct and to inform. We print out these symbols using Widgit 'Writing with symbols' and 'Grid maker', these programmes are very simple to use and can be customised to meet individual and group needs. Photographs can be inserted along with any personalised signs and symbols. A regular catalogue/ideas magazine is sent to subscribers and there is also an Internet forum providing advice and support for users.
At Murphy Crescent School we use pictures and symbols, always accompanied by text, from an early age. As the pupils progress, the symbols become smaller and the text larger.
Photographs are used by pupils to label their work and identify their belongings. Pictoral timetables are used in each class, along with monitor duties and choice activities; symbols also support our core social sight vocabulary.
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1. A pictoral timetable in a key stage 2 class. The class look through this during morning circle time. They are encouraged to sequence events and develop concepts such as before and after.
2. A classroom duty chart shows each pupil's 'job'. Also shown is a chart set up for pupils to choose a preferred activity to pursue in their own time. This develops pupil's choice making skills. The pupils (and teachers!) in this class must abide by the choice made in the morning our pupils soon begin to realise that making a choice of one activity excludes others. This is often a difficult concept for pupils with learning difficulties to grasp.
3. Equipment boxes are labelled with symbols and text. It is also good practise to use clear storage boxes for pupils who do not understand symbols.
4. Labelled cupboards allow pupils to find or put equipment away independently.
Pupils are encouraged to use Writing with Symbols to support early keyboard and word processing skills. In addition the use of a computer programme allows independent writers to know whether something is spelled correctly. For example pupils writing their own names know immediately is they have succeeded because their own photograph appears on screen.
We have found this method particularly successful with older pupils who are involved in compiling shopping lists for meal preparation and cooking. Senior pupils enjoy using the computer because it is non judgmental and they can see immediately if what they have typed is correct and can problem solve for themselves until the desired item appears
It is important when teaching symbol recognition to ensure that links are made to the school approaches to literacy. Work with the literacy co-ordinator to produce a logical way of introducing symbols to pupils. For example group symbols together when teaching concepts such as in, on and under.
Pupils can do the above with a box and a ball, to reinforce learning.
Pictures help pupils distinguish between between different concepts attached to a word which sounds or is spelled the same.
Light Light Light
Work sheets and pupil self-assessment forms can also be made. To find out more contact Widgit Software Ltd. Tel. 01223 815 210, E-mail sales@widgit.com website; www.widgit.com
Speak to your school photographer, they will often put photographs onto floppy disk or CD for you. This has enabled us to put everyone into writing with symbols without having to access a digital camera. If a digital camera is used images need to be converted into bit maps using a programme such as paint. Lots of other ideas can be found in the Widgit software catalogue, 'Developing literacy with symbols and words'.
Helen Crawford, Murphy Crescent School, 2000