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76 %u00a9 Elklan Training Limited 2025Elklan Supporting Gestalt Language Processing %u2013 a Total Communication Approach9.5 VOCABULARY LEARNINGAt GLP Stage 4 children and young people are now mapping meaning onto single words. They can refer to objects and name/label items, people and places. The development of generative language continues through Stages 5-6. Once a child starts to build their understanding and use of words it may be suitable to support the child or young person directly with their development of vocabulary.Elklan Language Builders: 3-5s, 5-11s,11-16s and Post 16s, outline many ways in which vocabulary can be developed but there are other sources too. Practitioners should be aware of the range of valuable support strategies which have been found to be useful in scaffolding the development of vocabulary and language for the different thinker. Some of the strategies support word learning as the child/individual engages in an activity of their choice. Other strategies use objects, pictures, words, symbols, signs etc. The practitioner needs to use their knowledge of the individual%u2019s interests, how they learn, their drawing and/or writing abilities, what has and has not been successful in the past, to select a tried and tested vocabulary building strategy and evaluate whether it is successful or not. Each strategy is likely to need to be implemented several times and this is an important part of the process. 9.6 GENERAL STRATEGIES TO SUPPORT VOCABULARY LEARNINGUse a multi-sensory approachA multi-sensory approach supports learning, but the sensory differences of the autistic individual and/or Gestalt Language Processor needs careful consideration. The child or young person%u2019s learning and sensory preferences should be identified and incorporated into their individually planned vocabulary learning opportunities. When target words have been identified and suitable opportunities provided, the practitioner should %u2018map%u2019 or say the word every time the child%u2019s focus is given to the experience, object, picture etc.Pre-teach topic vocabularyPrior to a child or young person embarking on a topic it can be beneficial for them to be introduced to the meaning and use of the key vocabulary to help them access the learning. This can be done by using real objects, demonstrating meaning, providing a video, photo, picture, symbol and/or written words to help the child or young person to remember the new word(s).Additional support can be given by providing topic word banks for small group teaching or class-based activities or on an individual basis for adapted learning (with or without pictures/symbols depending on the learner.) Pre-teaching improves inclusive teaching practice because those requiring additional vocabulary learning support are more able to join in with class learning as the new words have been pre-taught.