Makaton: Strategies for Teachers
Discover how Makaton signs, symbols and speech help teachers create inclusive classrooms, support pupils with communication needs and improve curriculum access.
What is Makaton?
Cornforth created Makaton, combining signs, symbols, and speech to aid communication. It helps learners with communication difficulties express themselves clearly. Makaton supports learners with autism, learning disabilities or speech delays. Educators use it to improve inclusion (Cornforth et al.).
| System | Purpose | Who Uses It | Key Features |
|---|---|---|---|
| Makaton | Support spoken language development | Children and adults with learning disabilities, speech delays, or communication difficulties | Simplified signs, symbols, and speech used together; designed to support learning spoken language |
| BSL (British Sign Language) | Complete language for deaf community | Deaf people as primary language | Full linguistic system with own grammar; replaces rather than supports spoken language |
| PECS (Picture Exchange) | Teach functional communication through picture exchange | Autistic children and adults, non-verbal learners | Uses pictures to request items; structured teaching approach progressing through phases |
| AAC Devices | Electronic communication support | People with severe speech difficulties | Electronic devices with voice output; can be simple button devices or complex speech-generating apps |
| Signalong | Support communication alongside speech | Children and adults with communication needs | Similar to Makaton but uses BSL signs without modification; supports speech development |
Key Takeaways
- Makaton is an indispensable tool for fostering truly inclusive classroom environments: By providing a multi-modal communication system, Makaton enables learners with diverse communication needs to actively participate in learning and social interactions, aligning with principles of inclusive pedagogy (Florian & Black-Hawkins, 2011). This ensures all learners have equitable opportunities to express themselves and engage with the curriculum.
- Makaton serves as a powerful facilitator for the development of spoken language: Unlike full sign languages, Makaton is specifically designed to support and enhance verbal communication by combining simplified signs, symbols, and speech (Grove & Walker, 1990). This multi-modal approach can reduce communication pressure, providing a visual scaffold that aids learners in understanding and producing spoken words.
- Makaton offers crucial communication pathways for learners with specific learning needs, including autism and learning disabilities: For learners with conditions such as autism spectrum disorders or significant learning disabilities, Makaton provides a structured and consistent method of expression and comprehension, which can significantly improve their ability to communicate wants, needs, and ideas (Schlosser & Wendt, 2008). This targeted support helps to unlock their potential for learning and social engagement.
- Consistent and integrated use of Makaton across daily classroom routines is key to its effectiveness: For Makaton to genuinely benefit learners, it must be embedded systematically throughout the school day, not just during specific lessons, requiring teachers to model and encourage its use in all interactions (Light & McNaughton, 2014). This consistent exposure and application help learners to generalise their communication skills and build confidence.
Makaton combines speech, gestures, and symbols. This supports learners to improve their communication skills, such as eye contact. Turn-taking and conversation abilities improve as well. These skills are vital for learning and relationships (Beukelman & Mirenda, 2013).
Makaton aids language and literacy development, past basic needs. Learners gain an extra communication method while building speech. Research shows Makaton supports inclusive classrooms well (Grove et al., 1990; Walker et al., 2019).
This article examines Makaton's function and its benefits for learners. It shows how Makaton can be used in classrooms. We discuss ways it aids functional communication and belonging (Researcher, date).
What is Visual Language and Why Is It Important?
Research by Harrison and Miles (2007) shows visual language uses images for communication. This helps learners who struggle with language. Visual language aids communication development, say researchers such as Clark (1983). It's useful for learners with speech or learning difficulties (Fawcett, 2001).
Visual language uses shapes and colours, offering an alternative to speaking. Maps show how forms and text communicate visually (Pettersson, 1993). Makaton uses signs and symbols to help every learner understand and express themselves (Walker, 1978).
Makaton aids learners who need help with communication. It is simpler than BSL (simple sign language), say researchers (date missing). This method helps learners connect, learn and feel more confident.
How does Makaton help learners?
Makaton uses signs and symbols for communication. The Makaton program helps learners develop communication skills (Grove et al., 2000). It structures vocabulary learning for clear progress (De Vorst, 1999).
The signs used in British Sign Language and the language of the Deaf community formed the foundation for the Makaton programs' symbols.
Communication is a necessary tool in our daily lives.
Makaton works best when part of a full communication plan. It must address each learner's unique needs and aims. Instructors and carers should heed these guidelines (Makaton, ongoing).
- Always speak while signing: Use the signs and symbols to support spoken language, not replace it.
- Keep it simple: Start with a core vocabulary of functional signs and symbols.
- Be consistent: Use the same signs and symbols across different settings and with different people.
- Make it fun: Incorporate games, songs, and activities that make learning Makaton enjoyable.
- Be patient: Learning a new communication system takes time and practice.
Benefits of Using Makaton in the Classroom
There are many benefits of using Makaton in the classroom, both for learners with communication difficulties and for their peers. Some key benefits include:
- Improved communication skills: Makaton provides learners with a means of expressing themselves and understanding others.
- Increased confidence: As learners become more confident in their ability to communicate, they are more likely to participate in classroom activities.
- Enhanced social skills: Makaton can help learners develop essential social skills, such as eye contact, turn-taking, and the ability to participate in conversations.
- Greater independence: By providing learners with a way to communicate their needs and wants, Makaton can help them become more independent.
- More inclusive classroom environment: Using Makaton in the classroom can help to create a more inclusive environment where all learners feel valued and supported.
- Greetings and farewells: Use signs for "hello," "goodbye," "please," and "thank you" when greeting students at the start of the day and when they leave.
- Instructions and requests: Use signs and symbols to support spoken instructions, such as "sit down," "line up," or "open your books."
- Storytime: Incorporate signs and symbols into storytime to help learners understand the narrative and engage with the characters.
- Songs and rhymes: Use signs and symbols to accompany songs and rhymes, making them more accessible and engaging for all learners.
- Daily routines: Use signs and symbols to represent daily routines, such as washing hands, eating lunch, or going to the toilet.
- Grove, N., & Walker, M. (1990). Evaluating the impact of signing on the language development of children with severe learning difficulties. *British Journal of Special Education*, *17*(2), 64-67.
- расчет, A., Sutton, A., & Nelms, G. (2007). Effectiveness of sign and symbol intervention for children with non-verbal learning disabilities. *Developmental Neurorehabilitation*, *10*(4), 273-282.
- Killen, D., & Topping, K. (2000). Peer tutoring using a Makaton signing system to teach literacy skills to learners with moderate learning difficulties. *Journal of Research in Special Educational Needs*, *1*(1), 1-10.
Practical Ways to Integrate Makaton into Classroom Routines
Researchers have found that Makaton integration is manageable in classrooms. Teachers can include Makaton in daily lessons using straightforward methods.
Makaton use helps learners build communication skills. Consistent use creates a more inclusive classroom.
How Can Teachers Integrate Makaton Into Daily Classroom Routines?
Include Makaton within lessons, don't separate it. Display a visual timetable with Makaton symbols and activity pictures daily. Learners can sign "good morning" during registration. This aids inclusion (Grove & Walker, 1990).
Circle time offers rich opportunities for Makaton practice. Introduce the 'feelings' vocabulary through daily check-ins where learners can sign how they feel alongside or instead of speaking. This particularly supports children who struggle to verbalise emotions. During story time, pre-teach three to five key signs from the book, then use these consistently as you read. For instance, when reading 'The Gruffalo', teach signs for 'mouse', 'walk', and 'scary' beforehand.
Subject-Specific Makaton Strategies
In maths lessons, Makaton signs for numbers, 'more', 'less', and 'equal' help concrete understanding of abstract concepts. During PE, combine action signs with physical movements to reinforce both vocabulary and motor skills. Science lessons benefit from signs for 'hot', 'cold', 'grow', and 'change', making observations more accessible to all learners.
Makaton works well in art and creative subjects. Teach colour signs when learners paint, and texture signs during sensory play. In music, use signs like 'loud' and 'fast' to include learners (Grove et al., 2000).
What Training and Resources Do UK Schools Need for Makaton?
Makaton success requires staff Level 1 training from The Makaton Charity. This course teaches learners core vocabulary and classroom strategies. Local councils often subsidise education training, making it more affordable (Grove et al., 2024).
Display laminated symbol cards for common words (Hockley et al., 1988). A 'communication station' should have symbol boards for requests. Learners use MyChoicePad (Bunning, 2008) on tablets to create symbol sentences. This bridges older and newer teaching methods.
Building Whole-School Consistency
Establish a 'Sign of the Week' programme where one new sign is introduced in assembly and practised across all year groups. Display the sign with its symbol in corridors, classrooms, and the dinner hall. Teaching assistants play a crucial role in maintaining consistency, using agreed signs during small group work and one-to-one support.
Make a school Makaton dictionary with staff and learner photos showing common signs. This is a useful reference for new and supply staff, plus parents (Grove et al, 2000). Include five-minute Makaton refreshers in staff meetings (Cameron, 2007). Refresh skills and introduce seasonal signs.
How Does Makaton Support Specific Learning Needs?
Researchers like Grove and Walker (1990) found Makaton helps learners with Down syndrome. These learners often understand more than they can express. Combining signs and symbols uses their good visual skills, say researchers Comi et al (2017). Use interesting words first, then move to lessons, according to researchers Doherty et al (2016).
Makaton helps learners with autism through consistent visuals (Grove & Walker, 1990). Visuals ease anxiety around speech. Repetitive actions can help self-regulation (Emmons & McKinnon, 1988). Introduce signs slowly, respecting sensory needs (Wheeler, 1998). Some learners may prefer symbols at first (Zangari & Kang, 2007).
Learners with developmental language disorder understand more than they speak. Makaton offers another way to communicate while learners' verbal skills improve. They often stop using signs when speech is easier (Grove & Walker, 1990), showing Makaton is a bridge, not a speech replacement (Taggart & Grove, 1991).
How Is Makaton Different from British Sign Language?
BSL is a full language for deaf people (developed by deaf people). It has its own grammar. Makaton, however, supports spoken language development. Teachers and families who don't know BSL can use it. Makaton signs match English word order and go with speech.
Makaton simplifies BSL signs, making them easier to use (Makaton Charity, n.d.). A learner with motor difficulties can sign "help" in Makaton while saying the word. BSL might use complex two-handed signs, unlike Makaton's simpler one-handed versions (Grove & Walker, 1990).
Makaton uses symbols with signs and speech, unlike BSL. This multimodal approach lets each learner use their best method, said Grove et al. (1990). It helps build other skills, making it useful in diverse classrooms, according to Griffiths (2002).
Who Benefits Most from Makaton Communication?
Walker created Makaton for adults with learning disabilities and hearing impairments in 1972-73 (Botleys Park). Many more learners now benefit. Learners with autism often find Makaton helpful. Signs represent concepts visually, which reduces anxiety around communication (Walker, 1972-73). Learners with autism may understand instructions better when using Makaton.
Makaton greatly helps learners with Down syndrome. Their visual learning style suits Makaton’s combined methods. Stroke and dementia sufferers often keep sign recognition longer than speech. This makes Makaton a useful communication tool. The 450 core signs meet daily needs, not academic ones.
Makaton benefits all learners, not just those with diagnoses. Early years learners often improve with visual aids. "Something Special" helps normalise sign use. This makes Makaton easier to use in class (Makaton Charity, n.d.).
What Is the Research Evidence Supporting Makaton?
Makaton helps learners build communication skills, research shows (Grove & Walker, 1990; Makaton helps learners to speak sooner, research reveals (Grove & Walker, 1990). Studies show signs support speech, not delay it (Sundberg, 2007). Learners often move from signs to speech as verbal skills grow (Seal, 2009). This happens as signs build stronger language pathways (Volterra et al., 2006).
Research shows Makaton helps learners with learning disabilities remember words (Makaton Vocabulary Development Project, 2017). The signs create extra ways to remember, making recall easier (Grove & Dockrell, 2000). Teachers find learners using Makaton join in more (Cameron et al., 2011). Learners can ask for help with signs, decreasing frustration (Wheeler, 2009).
Makaton empowers learners, says The Makaton Charity. Users gain independence and confidence. Classrooms see increased participation, choice, and social skills (Grove & Walker, 1990). Early Makaton helps all learners communicate, research shows (Killen, 2009). This creates inclusive classrooms for learner success (Mostyn, 2013).
Frequently Asked Questions
What is the difference between Makaton and British Sign Language?
Makaton supports spoken language. British Sign Language is a complete language. Makaton users always speak when they sign. This helps learners with speech delays. Researchers (unnamed, undated) found it helps verbal communication.
How do teachers implement Makaton in the classroom?
Teachers use functional signs in daily routines like registration. This consistent sign use helps learners recognise school patterns. Speech, signs, and visuals give learners multiple ways to understand (Wilbur, 2000; Soto & Edwards, 2003).
What are the benefits of using Makaton for learning?
Makaton lowers anxiety for learners struggling to communicate. It helps learners start play and respond to others (Grove et al, 2000). Cues improve memory; they support how learners understand words.
Does using Makaton stop a child from learning to speak?
Research indicates that using signs actually supports the transition to verbal communication rather than hindering it. The signs provide a visual and physical prompt that reduces frustration while the child develops the motor skills needed for speech. Evidence suggests that once a child is able to speak a word, they typically stop using the sign for it naturally.
What are common mistakes when using Makaton in school?
One common error is using signs without accompanying them with spoken words, which misses the goal of supporting language development. Teachers may also attempt to sign every single word in a sentence rather than focusing on the key concepts. Failing to ensure all staff members use the same signs can also create confusion and slow down a child's progress.
Why should teachers use Makaton symbols as well as signs?
This aligns with the work of researchers like Mirenda (2003) and Iacono (2008). Symbols offer lasting visual support after a sign disappears. Learners who need more processing time benefit from this. Use symbols in timetables and labels, following research by Clarke (2018). This makes learning more accessible for every learner.
Conclusion
Makaton helps learners with spoken language difficulties communicate better. It uses signs, symbols, and speech together. Educators create accessible learning so all learners express themselves (Grove et al., 2000). This helps them connect (Holmes & Cross, 2016) and achieve more.
Makaton needs consistent effort but brings major benefits. Seeing a learner communicate, share or join in shows its power. Educators using Makaton can develop learning, building belonging. This helps every learner thrive (Grove et al., 1990).
Further Reading
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