Auditory scanning in an educational environment
Auditory scanning is a very useful tool to allow a child to demonstrate knowledge and maintain the pace of a lesson. The method is simple and straightforward and can be used without pre-preparation or any specialised equipment.
Children without speech MUST be given intensive, regular input to enable them to become active in the communication process. Some will use pointing; some signing and some will eye point. Some will go on to use electronic voice output communication aids (VOCAs).
Auditory scanning is not a substitute for this work and must never replace these, as it cannot give a child access to independent interactions.
How does it work?
The choice of two methods
The child is offered two choices. These may be YES/NO or they may be wildly dissimilar or they may be very subtly different. Children with a clear yes/no response can agree or disagree but other children will need a powerful signal to allow them to make a choice. Many teachers use the fist to the right and fist to the left giving one answer as they punch to the right and one as they punch to the left. This can be done with the whole class. Children demonstrate increasingly complex knowledge through this method.
The choice from a written list method
The teacher writes a list of words or phrases, associated with the lesson, on the board as she talks. At the end of the talk she asks a series of questions. She goes through the possible answers by reading from the list top down each time and asking the child to indicate when the correct answer is reached. The child needs no reading ability but this method will support reading as it emerges.
In both cases answers are recorded through amanuensis (someone who will undertake the written work for your child). Opportunities for the child to use his or her communication skills should also be included in the lesson and the child should be enabled to make comments, express feelings, likes and dislikes. This can take place with a one-to-one supporter as other children go on with the written part of the lesson.
Further ideas for teaching reading to children who do not use speech are available in the Scope Reading Project. This is available as part of an inclusion CD. To order a copy, please contact Scope Response.
This document is for information purposes only.
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