Creating Connections

Communication is about creating connections with one another, the essence of human life. Communication is a complex, dynamic, transactional process (Blackstone, Williams, Wilkins, 2007).

“Interactions” are the moments when communication happens; they are the foundation of communication. At The Bridge School we believe that all people, regardless of disability, have a desire to engage in interactions with others in ways that create a shared understanding, or a ‘meeting of the minds’, where one’s thoughts, feelings, wishes, information and ideas are understood by another person.

Language is our most powerful tool and how we most precisely share our thoughts and intentions with others. Language is, however, not the only way in which we communicate. Sometimes we share meaning without saying a word. Also, new technologies are now offering communication possibilities that introduce unique rules of engagement.

For students with significant communication challenges due to severe speech and physical impairments (SSPI), many assume that the child is the one with impaired skills. At The Bridge School, we take the view that it is the interaction, not the individual, that is impaired. This has enabled us to discover new ways of thinking about communication disabilities. We believe that educators, family members and communities at large must take responsibility for supporting the communication, full inclusion, acceptance, and participation of these remarkable individuals.

Old Assumptions

In a sender-receiver model, interaction is seen as a binary process whereby one person is a “speaker” and the other is a “listener” (Shannon & Weaver, 1949). The ‘sender-receiver’ model is not an accurate depiction of what really happens when two people are engaged in an interaction for the purpose of shared understanding. It does not account for shared background and impacts of the perceived relationship between partners, the multi-modal nature of interactions, use of inference, etc. Both parties are active participants; the burden is not on the “sender” or the “receiver.”

New Thinking

At The Bridge School, we believe that communication is a process of making meaning through shared engagement and interaction. Our model of assessing, teaching and developing communication skills is based on the belief that “interactions are impaired, not individuals” (Blackstone, Wilkins & Williams, 2007). In other words, rather than focus on a student’s specific difficulties and impairments, we look at the ability of our students to participate and communicate across contexts and partners, and the necessary tools, supports, training and strategies they need within these interactions.

New thinking about the nature of communication tells us that conversations are performed, messages are co-constructed, and that communication is multi-modal, emotional and personal (e.g., Higginbotham et al, 2015; Light & McNaughton, 2014).

PERFORMED

Conversations are “performed” between two (or more) people in an interplay of turns taken by each partner.

CO-CONSTRUCTED

There is a casual give and take as people “work” together towards understanding in interactions. Conversations and interactions have a rhythm and flow. Meaning is created jointly.

Participants construct meaning together during conversations, bringing the signals they use (words, body language, gestures, speech generating devices), a shared knowledge, personal experiences, memories, biases/attitudes, sensory characteristics (ability to see, hear, perceive) and current states of being (emotional/attentional/physical).

Miscommunications occur regularly for people with SSPI. There is a need for strategies within communication systems that help individuals anticipate breakdowns and provide creative and effective work-arounds. At The Bridge School we teach our students how to mend and repair breakdowns.

MULTIMODAL

All individuals have multiple ways of expressing themselves using multiple channels of communication, depending upon the context. Individuals should be able to select preferred channels of expression so they can share their thoughts with any partner, at any time, in any place.

There is much MORE to self-expression than WORDS. A singular focus on linguistic constructions ignores the forest for the trees.

All effective communicators use multiple communication modes to achieve success. Thus, face-to-face interactions may or may not include spoken word, facial expression, intentional silence, shifts in eye gaze, proximity, use of external “props,” arm/hand/body gestures, vocalizations or noises.

EMOTIONAL + PERSONAL

The intentions of each person are revealed over time during an interaction. Each person is unique and influences the nature of an interaction. Perceived relationships, status, and many other factors also can impact an interaction. People’s personalities matter.