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43 %u00a9 Elklan Training Limited 2025Elklan Supporting Gestalt Language Processing %u2013 a Total Communication ApproachPersonal timetablesA child or young person may need an individualised version of the whole group or whole class visual timetable. At GLP Stages 1 and 2, the images used should be individual and meaningful to the child or young person. If they use a gestalt, this should be written under each image. If they do not say anything that maps onto an activity, then knowledge of the child or young person should be used to suggest gestalts that fit with their current gestalt style so that these can be modelled. Adding these suggested gestalts under the images should encourage all supporting adults to use the same models and this consistent support should benefit the child or young person. Visual schedulesVisual schedules to support sequencing such as dressing, cleaning teeth, toileting, planting a seed etc. will be useful if they show the child or young person what to do in pictures rather than in words. Consider creating a visual schedule using pictures of the child or young person themselves carrying out the task with guidance.Choice boardsIndividualised choice boards can be available which include the child or young person%u2019s gestalts and mitigated gestalts. In this example, the child or young person is at Stage 2 and uses gestalts and mitigated gestalts.Messy messy messyIt%u2019s only a tabletLet%u2019s play carsIt%u2019s only a drinkLet%u2019s play ballYour ears are hurting