The TaSSeLs system uses touch to promote meaningful interaction with children and young people who have profound and complex learning disabilities, and often visual and/or hearing impairments. The training pack explores the role touch can play, and explains the three different methods of delivering the signs: hand-under-hand (preferred method), hand-under-hand (adapted method) and the on-body method. This updated second edition of the TaSSeLs Tactile Signing for Sensory Learners resource pack has been revised and updated based upon the feedback of users in order to provide even more clarity and guidance. It provides all the necessary resources to use the system, as well as new strategies that will help increase the interaction between learner and adult. The training pack offers practical visual aids in order to ensure the training is as easy and clear to deliver as possible. The index includes detailed descriptions of the signs, with 176 colour photographs to illustrate. The pack includes a CD-Rom which offers guidance on creating prompt cards, as well as specialist software so these can be personalised to suit the learner's needs. A DVD demonstrates how to carry out all of the signs, using the three approaches. It is strongly recommended that those who wish to use the materials in a professional capacity receive training from the TaSSeLs team. Please contact Joe and Denise at tasselstactilesigning@gmail.com. Testimonials: `I have introduced TaSSeLs with a number of my clients, ranging from ages 21/2 to 19 years old. One of my most successful users is Harrison. Harrison has a diagnosis of spastic quadreplegia, developmental delay, cortical visual impairment and epilepsy. He was 21/2 years old when I met him and was a very unsettled little boy who startled at any unexpected sound or movement... Harrison's startle reflex would set off frequent seizures and he was unable to focus on anything for more than a few brief seconds. TaSSeLs was the first thing I introduced and it has been used consistently by his team for the past two years. Harrison is now a cheerful little boy who loves annoying, loud, silly noises, tickles and action rhymes.' Natalie R. Morris, Lead Speech & Language Therapist, Director, Integrated Therapy Solutions `As a teacher of children with profound and multiple learning difficulties (PMLD) the use of TaSSeLs has been invaluable in the classroom. It has given staff and parents a very meaningful, appropriate and effective way of communicating with children who were previously unsure of their surroundings or what was happening to them.' Laura Valentine, Head of Early Years, The Orchard School
Joe Woodall has been working with children and young people with special educational needs and challenging behaviour since the 1970s. In the 1990s, he was introduced to the world of visual impairment. Since then, Joe's work has continued to develop, and he is now a specialist in the field of profound and complex learning disabilities, working particularly with children and young people, and is an advisory teacher for visual impairment. Denise Charnock is a senior children's speech and language therapist and a member of the Royal College of Speech and Language Therapists (RCSLT). Since 1991 she has been supporting those with learning disabilities to develop functional communication and to lead independent lives. In 2012 she gained honours in her speech and language therapy degree. She currently works within the children's therapies team in Sandwell and her work involves identifying and supporting the communication needs of young people including those with complex learning needs.
Part 1: Introduction Part 2: Rationale Part 3: The TaSSeLs system Section 1: Overview of the TaSSeLs system Section 2: Hand-under-hand (preferred method) Section 3: Hand-under-hand (adapted method) Section 4: On-body method Section 5: Progression of signs Section 6: Occupational therapy and physiotherapy considerations Part 4: The core vocabulary Section 1: Getting started Section 2: `Alert' sign Section 3: Core vocabulary signs (A to Z index) Section 4: Core vocabulary signs (photographs) Part 5: The TaSSeLs DVD and CD-rom Section 1: The TaSSeLs DVD Section 2: The TaSSeLs resource CD-rom Part 6: Targets Section 1: Monitoring and recording progress Section 2: Using the target forms Part 7: Consistency, consistency! Section 1: Co-worker monitoring system Section 2: Using the record forms References Appendix A: Alert sign and core vocabulary Appendix B: Technical support Appendix C: Troubleshooting Appendix D: Frequently Asked Questions Appendix E: Pilot project
"I have introduced TaSSeLs with a number of my clients, ranging from ages 21/2 to 19 years old. One of my most successful users is Harrison. Harrison has a diagnosis of spastic quadreplegia, developmental delay, cortical visual impairment and epilepsy. He was 21/2 years old when I met him and was a very unsettled little boy who startled at any unexpected sound or movement... Harrison's startle reflex would set off frequent seizures and he was unable to focus on anything for more than a few brief seconds. TaSSeLs was the first thing I introduced and it has been used consistently by his team for the past two years. Harrison is now a cheerful little boy who loves annoying, loud, silly noises, tickles and action rhymes." -- Natalie R. Morris, Lead Speech & Language Therapist, Director, Integrated Therapy Solutions "As a teacher of children with profound and multiple learning difficulties (PMLD) the use of TaSSeLs has been invaluable in the classroom. It has given staff and parents a very meaningful, appropriate and effective way of communicating with children who were previously unsure of their surroundings or what was happening to them." -- Laura Valentine, Head of Early Years, The Orchard School
