Area 3 of the framework recognises the importance of working with children and young people to develop effective communication in formal (for example, in the classroom) and informal settings (for example, outdoor spaces).
Examples of targeted outcomes in this area include:
- a clear and developing communication pathway.
- receptive and expressive communications.
- communication and literacy development through sensory stories that are appropriate for children and young people with vision impairment.
- appropriate and accessible communication approaches for learners, for example:
- visual or tactile symbols, spoken, sign language, sign systems, on-body signing, objects of reference or tangible symbols, tactile symbols, auditory or vocal
- visual or tactile access to dual communication boards, including technology that relies on communication through various kinds of switches
- augmentative and alternative communication (AAC)
- body language
- spoken word, working with scribes
- choosing appropriate and suitable communication approaches (or combinations of approaches) for learners.
- teaching and supporting good communication skills to empower the learner
to articulate their needs in different environments. - training on modes of communication for the workplace, such as email, video conferencing, and support for understanding the use of language in formal work settings.
- social skills, including social norms and awareness on nonverbal cues