A resource pack to promote effective tactile communication with children and young people who have profound and complex learning disabilities. Key features: Developed for use with children and young people with learning disabilities, aged from 0–19 years, whatever their ethnic, cultural or linguistic background; manual with 176 colour photographs; DVD demonstrating how to carry out all of the signs; resource CD-rom with guidance on how to create personalised prompt cards for each sign. About the resource Touch is a vital channel of communication for learners at the earliest developmental levels. The TaSSeLs system uses touch to promote effective communication with people who have profound and complex learning disabilities, a number of whom may also have a visual impairment. It has been developed by the authors, who have a range of experience in the fields of education, visual impairment, complex learning disabilities, and speech and language therapy. This ground-breaking resource pack provides all the necessary resources for anyone who wants to learn to use the system with children and young people aged from 0–19 years. The resource pack includes a manual which outlines the TaSSeLs system, with background information, key principles and explanations of the different methods of delivering the signs: hand-under-hand (preferred method), hand-under-hand (adapted method) and the on-body method. The manual also provides an index with detailed descriptions of each of the signs, illustrated with 176 colour photos. The resource CD-rom provides guidance on how to create prompt cards and specialist software that allows the user to personalise the photo and descriptor for each sign to suit the needs of the learner. The enclosed DVD demonstrates how to carry out all of the signs using the three approaches. The system has a wide application and is intended for use by a range of professionals in educational, support and therapeutic settings, as well as by parents, family members and carers. Contents include: Part 1: Introduction Part 2: Rationale for using TaSSeLs signing – key principles underpinning the system Part 3: The TaSSeLs system •    Section 1: Overview of the TaSSeLs system •    Section 2: Hand-under-hand (preferred method) •    Section 3: Hand-under-hand (adapted method) •    Section 4: On-body method •    Section 5: Progression of signs •    Section 6: Occupational therapy and physiotherapy issues Part 4: Core vocabulary •    Section 1: A-Z index •    Section 2: Photographs •    Section 3: A-Z descriptors •    Section 4: Using the DVD •    Section 5: Using the resource CD-rom Part 5: Targets •    Section 1: Procedures for using the target forms •    Section 2: Target level descriptors (Form A) •    Section 3: Selecting targets (Form B) •    Section 4: Individual signing profile (Form C) •    Section 5: Daily record sheet (Form D) •    Section 6: Summative recording sheet (Form E) Part 6: Consistency consistency! Part 7: Pilot project Appendix: Technical support – how to load the software required for creation of the prompt cards Training: It is strongly recommended that those who wish to use the materials in a professional capacity receive training from the TaSSeLs team. Please contact Joe and Denise at tasselssigning@yahoo.com Vital information for: Teachers, support workers, pre-school support assistants, speech and language therapists, visual impairment practitioners, nursery nurses, physiotherapists, occupational therapists, social workers, parents, family members and carers.

‘Participating in the TaSSeLs Project has been a fantastic opportunity to support the development of an innovative and exciting communication system. We have witnessed some wonderful responses from many children. In many cases these children have previously had little way of communicating with and affecting the world around them. TaSSeLs provides a step by step guide for both practitioners in school and parents/carers at home allowing us to work consistently to support the children in developing their communication skills.’
Helen Atkins – Head teacher, The Orchard School

‘The innovative TaSSeLs project has made a tremendous impact on reducing barriers to learning for students with complex needs. Staff, parents and carers involved in the project noted that students made better progress in their understanding and communication. This system has helped to develop the talents of our students and our staff.’
 I recommend TaSSeLs to you unreservedly.’
Gordon Phillips – Principal, The Meadows Sports College