A new method gives the opportunity to people on the autism spectrum, but also to those who do not use speech in general, to communicate with those around them and express their feelings, with the results being very positive. This is about “Spelling to Communicate”, a method that is applied in various countries abroad and is a way for children to develop skills and live a life with dignity.
The passion and persistence of a mother, to be able to help her child have the same learning opportunities as all children of his age, was the reason why the method came to Cyprus. This mother, after studying the method and how to apply it for months, taught it to another mother, with the result that both of them can communicate with their children. This was also the trigger for Maria Bari to start applying “Spelling to Communicate” herself, to get a degree and be able to teach other children.
Maria Bari, the teacher who has obtained a degree in this method, explains to REPORTER what “Spelling to Communicate” is, what are the benefits for children and why it should be implemented in schools .
“My first degree is in Literature, with a master's in special education. For many years I was a companion for a person with autism and specifically for the child of one of the mothers who first applied the method in Cyprus. I was inspired by the specific moms. When I stopped being a chaperone, I had this particular child in tutoring and we did our special education. I was dealing with the letters, but I didn't have the formula to place them. I was stopping at one point. I could see him and understand that he knew the words and wanted to get it out. The child's mother informed me about the method, which the other mother had learned, after much study, and applied it. When I saw the method and its results, I got excited and started to apply it with this particular child and then I got the diploma”.
What is this method
“Spelling to Communicate is an alternative method of communication, suitable for people on the autism spectrum and beyond. It is essentially for all people who are apraxia and speech is completely absent and can make limited use of speech, or their speech is out of sequence. It's for people who can't speak. This method is mainly applied in America, England, Israel and some European countries. Created by Elizabeth Vosseller in 2015, she created it so she could communicate with her autistic son who is now a writer.
This particular method has quite positive results, with a success rate exceeding 95%, especially considering that 30% of autistic people cannot speak. This rate is very promising for their future, compared to other methods. It is accepted that not all methods can be followed by all individuals, but this particular one has a fairly high success rate, in all countries where this particular method is used”.
How to apply the method
In order to apply this method correctly, the instructor must first believe it, as Ms. Bari, since people with autism can recognize the feelings and thoughts of the people around them.
“The first thing that must be done is to know the difficulties of the person in front of him. When he knows the motor difficulties for a person with apraxia, because there is a wrong connection, so to speak, between body and mind, the assistant of the person who will apply the method is called to reduce the motor demands.
< p data-block-key="dbd3l">It is a method that does not require many movements from the person with autism, because the difficulty to coordinate the movements with the mind is recognized. Only one simple movement is required, to point with the hand to a letter. Difficulties and excessive movements are not required, neither to make identifications, nor to look for a box that will show what he will eat or drink. The reason that only simple movements are required is so that the person can be calmer, so that they can function better and not strain themselves with movements that they cannot do.
The application of the method is done in stages, since some skills must be developed, before full communication and the creation of complete sentences and texts can begin.
“Initially, some boards are used, which have the letters of the alphabet engraved on them, and the instructors teach the location of each letter, so that the person learns the movement. This interests us in the early stages. The movement. The letters are divided into three tables and when the person masters the movement, they can then create sentences. There is sufficient guidance to acquire the accuracy and speed required for the individual to be independent.
When speed and accuracy are acquired, meaning that the person wanders around the tables without guidance, then the training moves to the second level, which is a table with all the letters and beyond, when the movement is at a very good stage and there is a balance between mind and body, then it goes to the next step which is the keyboard.
There are several things that are required for communication to occur, but the most important thing is for the trainer to show confidence in their abilities and to show it to them. These individuals are keenly aware of what the other person around them thinks, about their attitudes and opinions about their abilities. If the instructor believes that the person in front of him knows what he needs to know, then there is sure to be a high level of success. The person knows, they just have no way to show it.
Also, it is important that the instructor understands the level of difficulty. He must know that there are some difficulties in the movement. For example he will not ask someone to write with a pencil, which requires fine movements. The motor requirements are reduced, so that the mind is free to extract the accumulated knowledge”.
The method is not applied in schools
Despite the fact that there are increased success rates for people who use this method, Spelling to Communicate is not practiced in schools in Cyprus, and it is not widely known, so parents should be aware of it.
“Now the specific method is becoming known. With this method, people with autism can communicate. This is the most important benefit there is, because it makes their lives more functional. They can communicate with their parents, for the first time they can express their feelings, their needs, their opinions. For the first time, they are taking age-appropriate lessons and moving away from the stereotypical theory that they do certain things because the level is below their age. Some take it for granted that children with autism are not able to know the same as other children their age and start from a point below their age.
By doing a course that is for their age, these people are also happier because for the first time they are doing what they were supposed to do. They feel satisfaction because for the first time they can answer questions, they are asked their opinions. But there are stages before one can reach the stage of open communication.
At the moment, in Cyprus, many children are being educated in Cyprus, both in Nicosia and in Limassol and they have generalized it at home and use this method to communicate with their parents. The goal is for them to have a better and more quality life, both academically and in general in their everyday life.
However, this method has not started to be implemented in schools. Only two students use the method and are in regular classes. They are the children of the two parents who applied the method in Cyprus by themselves. They go to school with their card, their chaperones are trained, they do their lessons, their competitions. Accordingly, they communicate at home and with their parents”.
The method
Ms. Bari, in closing, wanted to send a message to the Ministry of Education, calling on it to emphasize this particular method, which can be a good tool, to transform schools into a place of inclusion, rather than marginalization.
“There had to be knowledge and information about this particular method, from the Ministry of Education's point of view, to guide special education teachers, but also all teachers in general. It is an obligation to know everything that exists to help these people, without marginalization.
The authorities are aware of this specific method, because we have made a presentation to the Parliament. They know the success rates, they can also find data from other countries. It is the state's obligation to know what is new about the specific subjects, to send people to be trained, to staff the schools with the appropriate scientists, so that there is inclusion. With no experts to help with integration, it makes sense to segregate. There must be knowledgeable people to help create an inclusive school, with the right staffing.”
READ HERE: Over 850 students with autism in schools-Special education legislation obsolete
