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. 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 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 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.
Publisher: Pavilion Publishing and Media
Publication: 06 January 2014
Content: 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
Denise Charnock is a qualified speech and language therapist and a member of the Royal College of Speech and Language Therapists (RCSLT). She has worked with a range of people with learning disabilities since 1991, supporting them to lead independent lives within the community. In 2004 Denise began working as an assistant practitioner within a speech and language therapy team whilst studying for her degree. She currently works within the children’s therapies team in Sandwell.
Joe Woodall is an advisory teacher for visual impairment. Following his introduction to the world of special educational needs in the 1970s, when he worked with children and young people with challenging behaviours, his educational journey provided him with the opportunity to work with learners experiencing significant difficulties in acquiring literacy skills. In the early 1990s Joe was introduced to the world of visual impairment. His journey has continued to unfold, resulting in his specialisation in the field of profound and complex learning disabilities. This has allowed him to work very closely with children and young people, their families as well as with fellow professionals from other disciplines.