Makaton

What is Makaton?

Makaton is a powerful method of communication that combines signs, symbols, and speech to help people with communication difficulties express themselves more clearly. Originally developed by Tony Cornforth and others, Makaton is now used by a wide range of individuals, including those with autism, learning disabilities, or delayed speech, as well as by educators in mainstream schools aiming to create more inclusive learning environments.

Unlike some signing systems, Makaton uses a combination of speech alongside gestures and visual symbols, helping to develop essential communication skills such as eye contact, turn-taking, and the ability to participate in conversations. These are crucial for building relationships and accessing learning in both social and academic contexts.

More than just a tool for basic requests, Makaton plays an important role in building literacy skills and understanding language. It can also be used as an additional language for children who are still developing spoken communication. This makes it highly adaptable for educational settings where inclusivity and accessibility are key.

In this article, we'll explore how Makaton works, who benefits most, and how it can be integrated into classroom routines to support children in developing meaningful, functional communication, and a stronger sense of belonging.

‍

What is Visual Language and Why Is It Important?

Visual language refers to a system of communication that uses images, signs, symbols, and gestures to convey meaning, particularly for those who experience language difficulties. It plays a crucial role in communication development, especially for children with learning or speech challenges, including those with a developmental disability.

Unlike verbal communication, visual language relies on the ability to interpret what is seen, colours, shapes, and spatial arrangements, making it a valuable alternative communication method in both home and classroom environments. A good example is a map, which uses forms, lines, and text to communicate meaning visually. Similarly, tools like the Makaton Language Programme use signs and symbols to support understanding and expression in a structured, accessible way.

While formal sign language systems like BSL serve as full languages in their own right, visual language in the context of Makaton offers a simplified and supportive bridge for learners who are developing early communication or who find traditional spoken language inaccessible. For many, this approach unlocks language and confidence, connection, and participation in learning.

‍

‍

How does Makaton help learners?

Makaton is a communication system based on the use of signs and symbols. The Makaton program assists children in improving and developing their communication skills through structured vocabulary development.

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.

In practice, Makaton is most effective when delivered as part of a complete communication strategy that takes into account each learner's individual needs and goals. When using Makaton, instructors and carers should follow these guidelines:

• 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.

‍

Practical Ways to Integrate Makaton into Classroom Routines

Integrating Makaton into classroom routines doesn't have to be daunting. Here are some practical ways to incorporate it into everyday activities:

• 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.

By using Makaton consistently throughout the day, you can help learners develop their communication skills and create a more inclusive classroom environment.

‍

How Can Teachers Integrate Makaton Into Daily Classroom Routines?

Successful Makaton integration starts with embedding signs into existing classroom activities rather than treating it as a separate lesson. Begin each morning with a visual timetable that combines Makaton symbols with photographs of activities. During register time, teach pupils to sign 'good morning' alongside their verbal response, creating an inclusive environment where all communication styles are valued.

Circle time offers rich opportunities for Makaton practice. Introduce the 'feelings' vocabulary through daily check-ins where pupils 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.

Art and creative subjects naturally lend themselves to Makaton integration. Teach colour signs during painting activities and texture signs during sensory play. Music lessons can incorporate the sign for 'loud', 'quiet', 'fast', and 'slow', helping pupils who struggle with auditory processing to participate fully.

‍

What Training and Resources Do UK Schools Need for Makaton?

Schools implementing Makaton successfully typically begin with at least one staff member completing Level 1 training through The Makaton Charity. This foundation course covers the core vocabulary and provides practical strategies for classroom use. Many local authorities offer subsidised training for educational settings, making it financially accessible.

Essential classroom resources include laminated symbol cards for high-frequency words, which can be displayed around the learning environment. Create a 'communication station' with symbol boards for common requests like 'toilet', 'drink', and 'help'. Digital resources such as the MyChoicePad app allow pupils to create sentences using Makaton symbols on tablets, bridging traditional and modern learning approaches.

‍

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.

Create a school Makaton dictionary with photographs of staff and pupils demonstrating commonly used signs. This becomes an invaluable reference for supply teachers, new staff, and parents wanting to support learning at home. Regular staff meetings should include five-minute Makaton refreshers to maintain skills and introduce seasonal vocabulary.

‍

How Does Makaton Support Specific Learning Needs?

For pupils with Down syndrome, Makaton bridges the gap between understanding and expression. These learners often have stronger visual processing abilities, making the combination of signs and symbols particularly effective. Start with motivating vocabulary related to their interests, then expand to curriculum content.

Children with autism spectrum conditions benefit from Makaton's consistent, concrete nature. The visual element reduces anxiety around verbal communication while the repetitive movements can be self-regulating. Introduce signs gradually, respecting sensory preferences. Some pupils may prefer symbols to signs initially if they find hand movements overwhelming.

Pupils with developmental language disorder often understand more than they can express. Makaton provides an alternative output method while their verbal skills develop. These learners frequently drop signs naturally as speech becomes easier, demonstrating Makaton's role as a stepping stone rather than a replacement for verbal communication.

‍

How Is Makaton Different from British Sign Language?

While both Makaton and British Sign Language (BSL) use hand gestures to communicate, they serve fundamentally different purposes and populations. BSL is a complete, standalone language with its own complex grammar structure, developed by and for the deaf community as their primary means of communication. In contrast, Makaton is designed to support and develop spoken language, not replace it. The signs in Makaton follow the word order of spoken English and are always used alongside speech, making it accessible for teachers and families who don't know BSL.

The key distinction lies in Makaton's simplified sign system that draws from BSL but adapts signs to be easier for people with learning disabilities or motor difficulties to produce. For example, while BSL might use a complex two-handed sign, Makaton often simplifies this to a one-handed version that achieves the same communicative goal. In your classroom, this means a pupil with Down syndrome can quickly learn the Makaton sign for 'help' and use it while attempting to say the word, rather than learning the more complex BSL equivalent.

Another crucial difference is that Makaton incorporates symbols alongside signs and speech, creating a multimodal approach that BSL doesn't typically employ. This triple combination allows pupils to access communication through their strongest channel while building skills in others, making it particularly valuable in mainstream educational settings where you're supporting diverse communication needs.

‍

Who Benefits Most from Makaton Communication?

Originally developed at Botleys Park Hospital by speech and language therapist Margaret Walker in 1972-73, Makaton was initially created for adults with learning disabilities and hearing impairments. Today, the system benefits a much broader range of individuals. Children and adults with autism often find Makaton particularly helpful because the visual signs and symbols provide concrete representations of abstract concepts, reducing anxiety around communication. In your classroom, you might notice that pupils with autism who struggle with verbal instructions respond much better when you combine spoken directions with Makaton signs.

People with Down syndrome represent another key group who benefit significantly from Makaton. The visual-motor learning style that characterises Down syndrome aligns perfectly with Makaton's multimodal approach. Additionally, individuals recovering from stroke or living with dementia often retain sign recognition longer than verbal skills, making Makaton a valuable bridge for maintaining communication. The system's core vocabulary of 450 signs is specifically chosen based on functional need, covering essential daily communication rather than academic vocabulary.

Importantly, Makaton isn't limited to those with diagnosed conditions. Typically developing children in early years settings benefit from the visual reinforcement, and the system has gained mainstream recognition through programmes like CBeebies' Something Special with Mr Tumble. This media presence has helped normalise sign-supported communication, making it easier for you to introduce Makaton in your classroom without stigmatising any particular pupils.

‍

What Is the Research Evidence Supporting Makaton?

Extensive research spanning over five decades supports Makaton's effectiveness in developing communication skills. Studies consistently demonstrate that using signs alongside speech accelerates language development rather than hindering it, contrary to early concerns that signs might prevent spoken language emergence. Research shows that pupils using Makaton often develop a natural progression from signs to speech, with many eventually dropping the signs once their verbal communication becomes confident. This progression occurs because the multimodal approach strengthens neural pathways associated with language processing.

Key research findings indicate that Makaton particularly enhances vocabulary retention and comprehension in pupils with learning disabilities. The visual-motor component creates additional memory pathways, making it easier for pupils to recall and use new words. In classroom settings, teachers report that pupils using Makaton show increased participation in group activities and demonstrate improved self-advocacy skills. For example, a pupil who previously became frustrated when unable to express needs can now use signs to request help, reducing behavioural challenges and increasing learning opportunities.

Research also highlights Makaton's role in promoting empowerment and choice-making. Studies from the Makaton Charity demonstrate that individuals using the system report higher levels of independence and self-confidence. This is particularly evident in educational settings where pupils can actively participate in lessons, express preferences, and engage socially with peers. The evidence suggests that early introduction of Makaton in mainstream classrooms benefits not only pupils with communication difficulties but also supports overall classroom communication, creating more inclusive learning environments where all pupils can succeed.

‍

Conclusion

Makaton offers a transformative approach to communication, especially for learners who struggle with spoken language. By integrating signs, symbols, and speech, educators can create a more accessible and inclusive learning environment where all children have the opportunity to express themselves, connect with others, and reach their full potential.

Implementing Makaton requires dedication and consistency, but the rewards are significant. Seeing a child's face light up as they successfully communicate a need, participate in a class discussion, or share a story is a testament to the power of this multi-modal approach. By embracing Makaton, educators can unlock new avenues for learning and development, developing a stronger sense of belonging and helping every child to thrive.

‍

Further Reading

Augmentative communication

Sign-supported communication

Visual communication systems

• 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 pupils with moderate learning difficulties. *Journal of Research in Special Educational Needs*, *1*(1), 1-10.