Lámh Signing as an Augmentative and Alternative Communication Tool to Enhance Engagement, Participation and Inclusion in Schools

This study explored the difference Lámh made in enhancing engagement, participation and inclusion in a mainstream primary school, a primary school special class and a special school in Ireland.

Lámh is a key word signing system involving speech that is used in Ireland. It was originally designed for people with intellectual disabilities and communication needs but is now being recognised as a universal strategy to support inclusion for all students. School-based Speech and Language Therapists (SLTs) worked collaboratively with three schools to implement and sustain Lámh as a universal whole school practice.

School-based SLTs supported the implementation of Lámh through the provision of bespoke Teacher Professional Learning with follow-on in-school support. This included modelling, coaching, reflective practice, parent-engagement, sharing resources, developing a Total Communication Approach school-policy and cultivating school-leadership with regards to Lámh practice. Each school principal received an information letter and invitation for all school staff to engage in a Menti survey. Twelve responses were received in total. This data was analysed with reference to the COM-B model¹ for behaviour change i.e. implementation of Lámh in school.

The findings show that universal implementation of Lámh signs by school staff positively influenced student engagement, participation and inclusion across all three schools. It was reported that Lámh fostered a sense of belonging, increased engagement during learning activities, improved childrens’ attitudes towards inclusion and aided overall communication at school.

This study highlights the importance of integrating a key word signing system, such as Lámh, into all educational settings, with support from SLTs, to improve overall student outcomes and teacher capability. This correlates with the European Agency for Special Needs and Inclusive Education statement that students should be ‘provided with meaningful, high-quality educational opportunities in their local community, alongside their friends and peers’ which has become a guiding principle for many education systems internationally. Providing universal access to key word signing systems, for all students, works towards the achievement of that vision by promoting inclusive practices.

¹Michie, S., van Stralen, M.M., West, R. (2011). The behaviour change wheel: a new method for characterising and designing behaviour change interventions. Implementation Science 6:42.