“Hi Jo, Every time I talk to teachers about core, I will describe your amazing  effort to embed aided core language modeling by everyone in  your classroom. I have been blown away by the even better than expected outcomes you have had with your tamariki”,  Rebekka Pfitzner, (2022), Speech-Language Therapist /Learning Support MOE. 

I worked together with Jo in her classroom for 18 months at a specialist school.  Most of the students  in her class were not able to communicate using speech. To build the communication skills of her students, we decided to introduce a Core board including 77 core language symbols on it throughout the classroom. I visited only occasionally, but between my visits when we would discuss her plan, Jo led an exciting revolution in her classroom, where every staff member who worked in her classroom  modelled* using core language symbols (and also other personalised communication systems). We specifically chose core language, because core words apply to ANY situation, and which gives that student something relevant  to say ANYWHERE, ANYTIME. This robust set of words we can eventually join together and build on to say countless messages in any situation. *Modelling (or “aided language stimulation”) means that we show/point to the picture symbol whenever we say that word aloud.

Jo began to include core language modelling to her  engaging group lessons around story-books, songs, cooking, play, PE and others. She led and inspired her classroom team in modelling aided language using the Core symbols during the activity, to give her  students experiences where others communicated constantly by pointing to pictures while they spoke, and thus giving her non-verbal students access to a method of communicating that they could actually imitate (and we know that imitating us is how our children learn!) Core language was embedded in the environment to make it easy for any adult to model, during any point in the day. Staff wore core boards, or stopped wherever there were symbols displayed, to say (and show) those words too e.g. We WAIT at the door. Shoes ON. READY? OPEN the door. Let’s GO!

Jo’s students were of mixed ages, and the reasons they couldn’t speak varied widely. However, after only weeks, multiple students in her class had started copying the method of communicating; students who previously did not point were pointing to the board after the adult had pointed. They began to discriminate between messages better, and point to symbols spontaneously while they looked at their adult communication partners, who kept the interaction going by adding meaning to what they pointed to. Students who had some experience with AAC began to use new, multi-functional symbols to communicate, and to combine words together to make phrases  e.g. I + happy.  

**Alternative and Augmentative Communication

Jo created a learning environment which included communication in everything (which is how the rest of us get to have it!). Her students were surrounded by aided language modelling by all of their adult communication partners, and as she began to share the students’ achievements with their families, Jo invited the  curious and cautiously excited  parents from her class to come and learn about modelling aided language, thus helping parents to be part of surrounding their child with a system for communicating that they could actually do!

I had initially  hoped that working with Jo to introduce Core Language symbols into her classroom activities would increase the modelling skills of the staff, and that gradually there would be some change in the students’ communication, but the speed at which things changed for her students was astounding. I had not expected that, within a term, ALL of the students in Jo’s class could communicate new symbolic messages, interact more meaningfully, with better and longer interactions.

By the end of the year we  were borrowing  videos of Jo and her students (with permission of course) to teach and inspire  others.

I’m glad you’re still inspiring and leading others in your new role  Jo!

Rebekka Pfitzner, Speech-Language Therapist