Videos for children with speech, language and communication
needs
Videos for children with speech, language and communication needs
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children with speech, language and communication needs
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children with other special educational needs
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speech and language therapists
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schools and teachers
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parents and carers
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children learning English as an additional language (EAL)
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young children with no additional needs
Who is it for?
What makes our videos unique?
Focus
The filming is done in a very specific way.
Our knowledge of language and communication difficulties determines the framing, focus and layout of the videos.
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The face of the speaker is prominent and immediately beside the book.
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The speaker's mouth is in view when talking.
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The pace of the reading is measured.
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Distractions are kept to a minimum.
Symbols
The communication symbols support the meaning of the story. In this respect, our approach is quite similar to Makaton.
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The symbols (made by Widgit) are high quality and clear.
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The symbols are already used within the NHS, schools and specialist provisions across the UK.
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Symbols are not shown for every word - this is deliberate. We carefully choose which symbols to display in order to convey meaning, without overwhelming the viewer or overcrowding the screen.
Structure
A visual '1 2 3' structure is used across all our videos - an example of our commitment to incorporate best practice from the world of special educational needs into our resources.
This structure:
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helps to sustain children’s attention.
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gives a clear beginning, middle and end.
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is reinforced visually throughout each video.
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is predictable, which can be reassuring for some children.
Some of the stories are short and simple, and some are longer and more complicated, but they all follow the same format.
Context
Dedicated vocabulary sections really bring learning words and ideas to life!
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Context is really important to us. Words are first explored within the book, then they are transferred to physical objects, and then to real life, recognisable contexts. This approach is to make it easier for children to relate to the words.
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We favour learning functional, useful words.
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We use dynamic, fun, real-world video clips to reinforce word learning.
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Sentence development is methodical. First, we visit words on their own. Then, they are developed into short, simple sentences.
Nina Soloff
Speech and language therapist
Research and Effectiveness lead
Central & NW London NHS Trust
Such a good idea, and so professionally done!
There are loads of schools who will benefit from seeing this approach to books and task tracking modelled.
I plan to share this widely!
What people say
Get in touch
We love to collaborate.
If you'd like to enquire about working with us on your next project, or for press/media enquiries, please get in touch.