Facilitating Communication, Language and Skills Development Using A Multi-Modal Approach (Block Book)

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Fees (Please note that the fees listed are for your reference only. The final course fee may vary.)
Name Fee (Excludes GST) Fee (Includes GST)
Full Course Fee $ 650.00 $ 695.50
Nett Fee (after SSG funding) $ 65.00 $ 69.55


Communicating with children and adolescents with speech, language and communicative impairments requires some skills in using the multi-modal approach. This approach incorporates multiple modalities of communication such as speech, gestures, picture boards to facilitate expressive and receptive language skills. Using a multi-modal communication makes language more concrete and less transient and hence facilitates better cognitive processing of language. Providing a multi-sensory input for language also enables better support for emerging literacy and numeracy skill development. This course will focus on the use of Augmentative and Alternative Communication (AAC) as a mode to facilitate the development of communication, language and social skills for children and adolescents with disabilities.

Target Participants:

Target audience includes professionals who need to interact and work with children and adolescents with disabilities at their workplace. This may include care support staff, programme support staff, teacher aides, therapy aides, and social work associates. The skills and knowledge for this course, which the learner is assumed to possess, are as follows: • basic understanding of the different types of disabilities • basic understanding of the characteristics of the different types of disabilities

Learning Outcome:

By the end of the course, learners will be able to: 1. Review the different types of AAC systems available for use with children and adolescents having speech & language impairments 2. Choose an appropriate Augmentative and Alternative Communication (AAC) system for children and adolescents with speech and language impairments 3. Apply specific communication strategies using AAC devices 4. Use the concept of Aided Language Stimulation (ALS) with children to facilitate their receptive language skills development



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Trainer Profile:

Ms Linda Prebhash is a Principal Trainer & Consultant with Rainbow Centre Training and Consultancy (RCTC). She has been in the special education sector since 1988 and her experience in various capacities enables her to provide a holistic perspective in conferences at Singapore and the Asia-Pacific region. She is trained in the Treatment and Education of Autistic and other Related Communication handicapped Children (TEACCH). Ms Prebhash serves as a volunteer on the Board of Special Olympics (Singapore) and has been actively involved over the last 22 years. She believes that through sports, persons with special needs learn life skills beyond the achievement of athletic abilities. Mr Binu Ravindran Nair leverages on his 11 years of intervention experience for children with special needs in speech, language and communication to conduct specialised training programmes for parents, teachers and therapists in Singapore and the Asia-Pacific region. Binu holds a Masters in Speech and Hearing, and is a Hanen certified trainer. He is also trained in the Oral Placement Therapy, feeding intervention, childhood apraxia of speech and holds a certificate in the Neuro-Development Treatment approach. Frances is an enthusiastic and idealistic individual who enjoys getting to know persons from all walks of life. She received her Master of Science (Speech-Language Pathology) from the National University of Singapore. Frances has also received professional training in various areas including; Neuro-Developmental Treatment (NDT) in the Management and Treatment of Children with Cerebral Palsy and other Neuromotor Disorders, Hanen -¬‘It takes two to talk’, Multi-Modal Communication and Learning Strategies for Children who face Significant Challenges, and PODD Communication Books training (Linda Burkhart) and Key Worker Online Course (ECII) amongst others. Frances has worked with children aged 0 to 18 years of age from a range of backgrounds and abilities. These include children with difficulties in the areas of social communication, speech and language, augmentative and alternative communication, fussy eaters and those with dysphagia. Having a family member with a disability, Frances strongly believes that every individual has a right to a rich quality of life which involves being an autonomous communicator and having genuine relationships with others. She also believes in working collaboratively with the child, family members and other professionals in a family-centered approach to help each child make functional and meaningful gains. Michelle is an experienced speech-language therapist in a special education setting with students who have a range of developmental, intellectual, sensory and physical disabilities. She caters to students’ intervention needs by incorporating feeding, speech, language, and social communication intervention into daily routines and natural environments. Michelle works closely with fellow professionals and families within a transdisciplinary team approach, also regularly conducting training for parents and caregivers. Michelle has an MSc in Speech and Language Pathology, and a BSc in Psychology. She takes a keen interest in the integration and inclusion of persons with different abilities into the community. Michelle is certified in Hanen® - More Than Words, and has completed courses in Introduction to PROMPT, the Sequential Oral Sensory (S.O.S.) Approach, and Multi-Modal Communication and Learning Strategies for Children who face Significant Challenges by Linda Burkhart.

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