Increasing inclusion in early childhood: Key Word Sign as a communication partner intervention

Abstract

The importance of communication partner intervention to support the successful implementation of augmentative and alternative communication (AAC) strategies has been established. Despite this, limited knowledge and use of AAC form serious barriers to inclusion. In this paper, we investigate the potential for the use of key word signing (KWS), one common form of AAC, as a communication partner intervention with pre-service early childhood teachers. In this study 196 pre-service early childhood teachers were taught KWS as an AAC strategy, along with approximately 80 Auslan signs. Participants were asked to develop ideas for implementing KWS in early childhood settings. Using participant journal entries, we conducted thematic analysis to investigate the perceived impact of using KWS in early childhood practice. Participants reported the belief that KWS was beneficial for supporting communication development. Participants identified that using KWS can facilitate inclusive approaches through reducing barriers to participation, valuing diversity, and supporting a sense of belonging. Additionally, participants reported that engaging with inclusive approaches to using KWS formed a catalyst for fostering openness to inclusion more broadly. Overall, the findings demonstrate that approaching KWS as a communication partner intervention holds potential for contributing to the conditions for inclusion in early childhood settings in line with social relational and human rights models of disability. Implications for teacher education and inclusive practice are discussed, as are the limitations of this study.

Is inclusive education really for everyone? Family stories of children and young people labelled with ‘severe and multiple’ or ‘profound’ ‘disabilities’

“…From these family perspectives it can be understood that inclusive education involves ensuring that educational opportunities are provided in a way that enables all people to learn whilst embracing and celebrating all aspects of human diversity. This requires substantial attitudinal, structural, relational, and environmental changes (Cologon and Mevawalla 2018).…”

Covering the Bases: Pairing Sign With Spoken Word in Early Childhood Settings

“…Table 5 also provides examples of simultaneous communication when singing songs, where teachers can target various parts of speech. Implementing simultaneous communication during these circle time interactions will likely promote child participation and engagement (Cologon & Mevawalla, 2017).…”

“…The purpose of this article is to detail simultaneous communication , which is a communication strategy that involves pairing spoken and signed key words or phrases to convey essential concepts through both modalities. Teachers and families can implement this strategy to support multiple modes of communication and foster inclusion across early childhood settings (CAST, 2011; Cologon & Mevawalla, 2017). First, the advantages of simultaneous communication will be described.…”

Generative listening: Using arts-based inquiry to investigate young children’s perspectives of inclusion, exclusion and disability

“…Knight (2011) points out that ‘children who do not, will not, or cannot read and write can be quickly positioned as deficient or problematic’ (p. 63). This is also true when children do not communicate using spoken language (Cologon and Mevawalla, 2017) and points to the need for thoughtful, careful, open and flexible approaches to ABR. Consequently, we have engaged in ongoing dialogue within the team to explore possible approaches to data generation, and to develop and redevelop our approach, in the hopes of minimising the limits on meaning-making with child participants.…”