Teaching Movements for Communication Workshop

Date & Time: TBA
Cost: $1,350.00 (GST inclusive)
Venue: Cerebral Palsy Education Centre, End of Beacon Street, Glen Waverley, Victoria

For some children with complex communication needs, it is the method of accessing the Augmentative and Alternative Communication (AAC) system that is significantly affecting their development of intelligible, autonomous communication. These children, who have significant physical and/or sensory challenges, often need to learn movements to access AAC systems.

This intensive five day workshop will provide participants with an in depth opportunity to explore the movement differences associated with cerebral palsy, other significant neurological movement impairments (eg Rett Syndrome, Prader Willi Syndrome), and severe sensory processing challenges. There will be a focus on identifying these posture and movement challenges in relation to their impact on communication development, assessment and intelligibility. A range of strategies and a process to teach movements for communication will be demonstrated.

Participants will develop their ability to:
  • Observe and analyze the movement challenges for children with cerebral palsy (and like conditions) and severe sensory processing challenges
  • Explain how to accommodate for challenging postural control
  • Explain how to develop sensory & motor control of selective movements
  • Teach movements for communication using gesture, light and high tech AAC systems
  • Assess and teach movements for the operation of communication devices and technology
  • Discuss the concept of parallel learning for light technology and high technology including the Stepping Stones to Switch Access (Burkhart) and eye gaze technology


This five day intensive workshop will be most effective for teams who are working with children who have severe physical and sensory challenges and are struggling to access augmentative communication systems. Teams may include: speech language pathologists, educators, Physiotherapists, Occupational Therapists, family members, school leadership and support personnel. However, it will also be of significant value and give direction and knowledge to individual therapists, educators and family members.

It would be helpful, but not a requirement, for one of the members of the team to have previously attended an Introductory PODD (Pragmatic Organization Dynamic Display Communication) training.