Hello, my name is Archer Morgan and I am a speech and language therapy student from the University of Manchester on placement with Total Communication Services CIC working with adults with learning disabilities. I had Alison Matthews and Helen Newman as my placement leads, both of which are Speech and Language Therapists (SLTs).
SLTs have a vital role to play in supporting advocacy, providing guidance and support on the most appropriate method or style of communication and sharing theory about communication development.
This was seen throughout my placement with Total Communication Services CIC, when supporting Alison with this year’s project ‘Communication and Connect’. This was through a multitude of scenarios.
One of these scenarios was when I was supporting Alison with providing training to support staff, where she shared information on the stages of communication development and the stages of symbolic development. Despite the staff having some awareness of these concepts, they had not been exposed to the underpinning theory, they just adjusted their ways of communication, intuitively just knowing it works. Furthermore, the understanding of symbolic development helped staff to understand the best ways to show choices to their service users, such as showing them the actual object instead of a picture as they don’t understand them to be the same thing, promoting improved communication between staff and service users. It also gave them the tools to write in their case notes now best to support their service users, ensuring other professions take it into consideration when caring for them, advocating on behalf of their service users to make sure they are heard. Additionally, giving the staff training allows them to support training the service users and other members of staff at their places of work, making this information more available and normalised.
SLTs would embrace a broad range of communication approaches. However, this doesn’t mean purely teaching positive language. Recently, in teaching practice there has been discussion about idea of using the word naughty and therefore the sign for bad/naughty. People do not want to use negative language when describing someone (e.g, a child is naughty) despite this being very unfair to take a vital word away from people, as the word ‘bad’ has many other meanings than just describing someone, it could describe a behaviour or a food as ‘bad’ both of which it would be used to keep individuals safe as well as giving an understanding about right vs wrong.
I do understand the ideology of not wanting to associate someone with purely negative connotations, however you wouldn’t tell a child they can’t learn the word bad, so why stop someone signing it?
There is also a level of connection that S<s can have with service users, since we are there to help them to connect with others, which first potentially requires them to connect with us. We may also be a relief to them, being a way for them to finally be heard and understood without impatience and judgement as well as giving them the tools to interact with others.
This can be seen through the self-advocate group with Rochdale People First, where we were teaching them important signs you may not first think of. These are signs such as advocacy signs and fire safety signs, as well as day-to-day signs such as activities, daily living and food signs, all of which are on the Total Communication YouTube channel (https://m.youtube.com/@TotalCommunicationServicesCIC). This advocacy group was also an important part of the creation process, choosing the sign topics and giving us feedback on the signs we had chosen to make sure they were as clear as they could be. We then also had Gareth who has a learning disability, ADHD and autism and is the non-executive director of Total Communication, to help record some of the signs.
It is important for advocacy to not just have co-production but also co-delivery, since it promotes important topics such as accessibility and inclusion. Inclusion being especially important since it shows that the people they are talking about can and will speak up for themselves, breaking down stereotypes which can prevent them from doing activities that we take for granted such as being able to work. Since people with learning disabilities are less likely to find work, only 53.1% of disabled people were employed compared to 81.6% of non-disabled people in 2024 (GOV.UK, 2025), a significant gap that doesn’t need to be there but is due to discrimination and fear, since only 1 in 5 people with disability, health condition or impairment inform their employers about it (Quinn Roache, 2025).
SLTs will have a role in supporting people in having a voice when starting conversations at work and ensuring they fully understand how the conversation may go, how to best ask for reasonable adjustments and more. This could lead to a role for S< in supporting pupil voice enabling them to self-advocate for instance an EHCP plan.
This is not the only place that SLTs can help people find a voice, such as people with dementia, since as they progress they lose their ability to communicate as effectively as they once did. SLTs will find other ways that are easier for them to communicate, such as talking mats to understand what is important to them. SLTs can also help them choose if they like their accommodation or not and which ones may be better for them.
One final way that SLTs can help someone find their voice is through supporting self-advocacy groups, this can be seen again with Rochdale People first and my placement. The group had asked to learn some Signalong vocabulary, and they felt Signalong is very important for them but also for many other people with learning disabilities. It gives them a way to communicate using a simplified sign support system alongside speech. This is helpful for individuals where they may experience difficulties understanding and where they may struggle to use speech. Furthermore, it is the official signing support system of their area in that there is a policy to use Signalong in Rochdale, Bury and Oldham amongst other areas. Consistency of sign support systems is vital across services. The decision to opt for Signalong as the preferred method was made initially by self-advocates in Oldham back in the 1990s and ever since then some regions have respected their voice and used a consistent approach in school and in the local community services.
Another issue for support staff we encountered on the placement was that due to austerity cuts there is a lack of access to training and resources, which is similar for other forms of communication aids since most advocacy groups are non-for-profit. This has left the 3rd sector to fill the void left by the public sector. This is seen through the training Total Communication Services CIC provides to support staff, ensuring that none of the service users go through their lives unheard and staff come out more educated on Signalong but other important topics too, such as intensive interaction, communication with parents with learning disabilities and visual support for communication.
Overall, S<s play a massive role to play in supporting advocacy. Especially for people with learning disabilities, from supporting the individuals themselves to the staff that support them, leading to better communication between the two. Signing is just one approach and it may not work for everyone so it is important to have an S< to support them deciding the best communication approaches which give them the opportunities to speak for themselves.
This has purely positive implications for both, having ideas be effectively explained to their communication partner. This can prevent misconceptions between the staff and service users, which can mean they are more likely to agree to do what is asked of them because they understand as well as prevent panic, it can also prevent frustration from not being understood. We are in desperate need of third sector provisions to fill gaps that were left by the austerity cuts to allow support staff to continue to improve the ways people communicate and connect with their service users.
REFERENCES:
GOV.UK (2025) ‘The employment of disabled people’ Available at: https://www.gov.uk/government/statistics/the-employment-of-disabled-people-2024/the-employment-of-disabled-people-2024 (Accessed: 17th December 2025)
Quinn Roache (2025) ‘Bullying, harassment and discrimination of disabled people in the workplace’ Available at: https://www.tuc.org.uk/research-analysis/reports/bullying-harassment-and-discrimination-disabled-people-workplace (Accessed: 17th December 2025)
The next blog in our communicate and Connect project by the Speech & Language Therapy students from the University of Manchester is written by Sophie. This project was funded by the National Lottery Community Fund. W e endeavour to co-produce as much as possible in the project and the logo for communicate and connect was designed by DISC student Izzy. Sophie was interested in our use of games as a means of teaching signing skills.
As a student on placement observing Total Communication Signalong workshops,
I have learned a great deal about the importance of interactive games. For any group - whether service users, support staff or parents, these games have a real impact on creating a creative and uplifting space for people to learn.
When supporting service users, Total Communication ensures activities are designed to reflect the types of games played in day centres, homes and social settings. Using recognisable formats such as matching games, turn-taking activities or movement-based tasks helps people feel comfortable and confident. I have definitely noticed that when a service user recognises the structure of a game, they are far more likely to engage and enjoy the learning experience, rather than seeing it as a chore.
Total Communication sessions include a balance of fine motor skills, such as picking up cards or matching symbols, and larger motor movements, including throwing, reaching or moving around the room. This inclusive approach ensures there is a game for everyone, regardless of skill level. I also consistently see games being adapted or simplified to ensure person-centred practice at all times.
Most importantly, throughout my placement I have observed continuous co-production. Resources are never created in isolation; they are co-produced with support workers, people with learning disabilities and self-advocates to ensure they are enjoyable, relevant and accessible. This active desire for feedback helps ensure the games reflect the real experiences of the people who use them, rather than assumptions made by others.
Interactive games are just as valuable when training staff. After speaking to support workers during training sessions, many shared how positive and refreshing the experience felt. They explained that the training was not textbook-heavy like much of the training they attend, but instead practical, engaging and enjoyable. This hands-on approach is important, as it gives staff first-hand experience of the games they can then take back to their own settings. Having played the games themselves gives staff the confidence to adapt activities and introduce them to others, ensuring Signalong is shared and used beyond the training room.
Speech and Language Therapy student Hana describes her experience of being involved in training, in our Communicate and Connect project.
The Importance of training
by Hana Parveen
Who I Am and How I Discovered Signalong
As a University of Manchester student currently completing my first-year placement, I have been fortunate to experience a wide range of learning opportunities. One of the most meaningful discoveries during this time has been Signalong and seeing first-hand how effective staff training can embed inclusive communication into everyday practice.
This is the first time I was introduced to Signalong which is a communication system designed to support individuals with learning disabilities and additional communication needs. Signalong combines key word signing alongside speech and can be used as part of a total communication approach incorporating symbols, pictures, and other visual supports. These tools work together to help individuals better understand others and express themselves, promoting confidence, independence, and meaningful interaction and enabling them to connect more meaningfully with others.
Experiencing the Training Sessions
Throughout my placement, I had the opportunity to observe two Signalong training sessions. These sessions were provided by therapists and self-advocates from Total Communication Services CIC as part of their project Communicate and Connect. The project was funded by the National Lottery Community Fund and it supported the team to find more ways of enabling people with learning disabilities to connect via communication.
I was able to help deliver a segment of the training myself when helping out with the interactive games. Being involved in the sessions provided valuable insight into how structured training supports staff learning and encourages the consistent use of signing within everyday support. It was an amazing chance to get real hands on experience about what happens behind the scenes.
Interactive and Engaging Learning
The training sessions were highly interactive and enjoyable, which played a key role in their success. Staff took part in a range of games adapted to include signing, such as memory pairs, beer pong, and other activities.
These games encouraged repetition, teamwork, and confidence-building in a relaxed environment, allowing staff to practise signing without fear of making mistakes.
One particularly impressive outcome of the training was the number of signs staff were able to learn. By keeping a tally throughout the sessions, it became clear that staff collectively learned up to 250 new signs. This highlighted the effectiveness of the training approach and demonstrated how quickly skills can develop when learning is practical and engaging.
The Importance of Embedding Signalong in Practice
Discussions with support staff further emphasised the importance of embedding Signalong into everyday practice. Many staff members shared that, prior to the training, they had not considered keeping records of their service users' communication abilities such as the communicative stage they were at, or which symbols, pictures, or words they were able to recognise. The training encouraged reflection and highlighted the importance of understanding and documenting these details to provide consistent, person-centred support.
Impact on Service Users
Embedding Signalong into daily interactions allows staff to meet individuals at their communicative level. For people with communication needs, being understood can have a profound impact on wellbeing, independence, and inclusion. Signalong helps reduce communication barriers and ensures individuals are given a stronger voice in their everyday lives.
Staff Feedback and Confidence
Feedback from the training sessions demonstrated clear positive outcomes. Staff confidence ratings were significantly higher after the training than before, with many participants reporting that they felt more capable and motivated to use signing regularly. This increase in confidence is essential for ensuring Signalong is used consistently rather than being forgotten over time.
Concluding thoughts
Overall, my experience with Total Communication Services CIC training during my placement has been extremely rewarding.
It has highlighted the importance of staff training not only in developing skills, but in embedding inclusive communication approaches that genuinely improve the quality of support. Being involved in this process and seeing co-delivery in action has been a highlight of my placement and has strengthened my interest in accessible, person-centred practice.
