The communication machine - Stages of Signing

Why levels?

At present, in England, Wales and Scotland*, the signing system that offers the most flexibility is British Sign Language (BSL) or Sign Supported English (SSE) since there is no restriction of signs and can be adapted even for students that need a signing system as a means of communication.

BSL is a complex and sophisticated language with its own grammar, etc, but signing for some of the students at Linden Lodge may only be the exposure to touch cues, for others may be single signs used in context, for some students may be used to communicate sentences, etc.

For that reason, we are use levels of signing rather than only BSL or SSE. This leaflet offers information about the levels of signing we use at Linden Lodge school.

*Ireland has its own sign language (ISL)

British Sign Language

Linden Lodge School has adopted British Sign Language (BSL) and its variation Sign Supported English (SSE) as a system of signing to support those students that need signing as part of a total communication approach and for those that need it as their main communication mode.

BSL (including the tactile modally) is the best signing system that we can provide for those students that are deaf / deafblind and that need signs to communicate with others. This could also include non-verbal students with vision impairments.

BSL/SSE is used with students as needed, i.e., with different levels of progression.

Level 1 of signing

Students encounter language.
Students, at this level, are not using intentional communication. They are learning to develop intentionality in their actions while exploring the world. They are, at the same time, being exposed to the richness of language within a total communication approach including signs.
Receptive language: Students may be exposed to touch cues, speech, sign language, real objects, etc.
Touch Cues are primarily used with students with PMLD. They should be used in a consistent manner on the student’s body to give a specific message about what is about to happen, i.e., to prepare the student for movement, the touch will give information about the direction their body will move.
Expressive language: Students are being modelled /supported to sign ‘more’, ‘finished’ and any other sign as appropriate while any attempt to communicate is responded to.

Level 2 of signing

Students begin to use symbols.
At this level, students are using intentional communication (or being supported to use intentional communication). They are developing their conceptual understanding and linking these new concepts with symbols that, then, can be used to make sense of the world and to communicate with others. Students continue being exposed to the richness of language within a total communication approach including signs while those supporting them are assessing their best means of communication for expressive and receptive language (they could be different!).
Receptive language: Students are exposed to key signs sentences using SSE alongside speech and any other means of communication as appropriate.
Expressive language: Students are only expected to use gestures and key signs with different levels of support.

Level 3 of signing

Students begin to use sentences.
At this level, students are using sentences by means of their preferred modes of communication including signs while those supporting the students are modelling and encouraging the use of those systems.
Receptive language: As appropriate, students are exposed to more complex sentences using SSE alongside speech. If signing is expected to be main mode of communication, BSL needs to be considered in preparation for Level 4.
Expressive language: Students are expected to sign key word sentences with different levels of support using SSE /BSL as appropriate.

Level 4 of signing

Students use BSL including its grammar for expressive and receptive language.