A personalised Communication Passport can be a useful tool to ensure that important information is shared between communication partners in different environments.
A Communication Passport may include information such as:
People important to me
Things I like to talk about
How I communicate
How you can help me communicate
Things I don’t like
A Communication Passport will be individual to the learner, but it may be useful for your school to agree on a generic template. It should be with the learner at all times, easy to read and easy to follow.
Here are some resources you may want to use in creating a support like a communication passport.
Communication Passports: share key information when going to new places and meeting new people. Click here or go to communicationpassports.org.uk
RIX Wikis: simple, accessible, secure and easy to build personal websites which can carry information about AAC and other elements around the leaner. Click here or go to rixwiki.org
Personal Communication Dictionary: a way to help get everyone on board in recognising unconventional or subtle forms of communication. Click here or go to bit.ly/3XcNDV0
Inevitably, all educational journeys are filled with transition. Either transition to another class, another setting, or on completion of education; adult services.
During transition there may be a risk of device/ AAC abandonment. Research suggests there are a variety of reasons why this may happen, including a lack of professional expertise, lack of professional support, difficulties with accessing the device and lack of implementation (Murphy et al. 1996, Hodge 2007, Baxter et al. 2012). With this is mind, it is imperative that we consider a learners AAC system when considering transition.
We know that planning head for transition is key to success. It is the same for considering AAC within transition. Consider how from day 1 of transition AAC can be considered as central.
What currently happens with students and their AAC at transition points? How do you share information with staff?
Visits to the new setting a learner will be transitioning to can play a big role in a successful transition. They should incorporate introduction to the new places, faces, and routines the learner will experience and help staff transfer knowledge on how to support the learner with things like curriculum adaptations to manual handling techniques as well as AAC.
At transition visits ensure the learner has their system with them. This shows the new team what to expect with the support of a familiar communication partner.
Take time to brainstorm supports and resources around the learner and their AAC system that would be beneficial to hand over to the new team. How will you ensure this knowledge sharing?