Page 55 - Demo

47 %u00a9 Elklan Training Limited 2025Elklan Supporting Gestalt Language Processing %u2013 a Total Communication ApproachIndividualisation of power-based communication aidsFor GLP consider the following:%u2022 Creating a page of gestalts with known meanings%u2022 Making an audio of the source or recording a voiceover for the gestalt using the same pronunciation, rhythm and intonation pattern of the source%u2022 Mapping the recorded gestalt onto a photo or recognised symbol representing the meaning of the gestalt and that the child or young person understands%u2022 Using software that is available to record a couple of seconds of a favourite video or film%u2022 Uploading frequently used gestalts where the meaning is currently unknown because the child or young person might indicate the gestalt and so help to ascertain its meaning%u2022 Creating easy access to a page with vocabulary related to their interests%u2022 Keeping gestalts available when they move on to using single words%u2022 Updating vocabulary and adding mitigated gestalts when transitioning to Stage 3, ensuring easy access to the vocabulary or other mitigated gestalts they need in order to complete phrases%u2022 Keeping core vocabulary access for when they are ready to map the meaning onto words%u2022 Customising the core vocabulary as the preloaded core vocabulary may not be the vocabulary the child or young person routinely uses.Using tablets for a communication aid and for web access/access to other appsA child or young person may have an interest in using an electronic device to access music, videos, websites or apps connected to their areas of interest. If we consider that the Gestalt Language Processing child or young person may benefit from accessing more gestalts from films, music and videos then negating this access is problematic. Where possible, having two different devices may help so that one device is only used as a communication aid.