The Total Communication Programme developed by Benson Schaeffer is a methodological approach designed to help children and adults with severe speech and language difficulties develop effective communication skills. This programme is based on the use of multiple modes of communication, including gestures, sign language, pictograms and speech, with the aim of facilitating communication and reducing frustration in people with special educational needs (SEN), such as autism, intellectual disabilities, or developmental language disorders.

a child with non-verbal autism who has difficulty communicating effectively and expressing his or her wishes or needs in the classroom.

Step 1: Introduction of signs and pictograms
You start by teaching the child basic signs for essential needs such as ‘eating’, ‘drinking’ or ‘going to the toilet’. These signs are accompanied by pictograms that represent these actions or needs.
Example: To ask for water, the child is taught the ‘water’ sign (hand forming a ‘W’ touching the chin) and is given a card with a picture of a glass of water. When the child needs water, he/she can use the sign or show the pictogram to the teacher.
Step 2: Reinforcement with verbal language
The teacher or assistant uses verbal language each time the child uses a sign or pictogram. For example, when the child shows the ‘water’ card or makes the corresponding sign, the teacher says out loud ‘water’ and gives the child the water. This reinforces the association between the sign/pictogram and the spoken word.
Step 3: Incorporating additional signs and gestures
As the child becomes accustomed to using signs and pictograms, new signs for other needs, actions or emotions are introduced. The sign for ‘help’ or ‘play’ can be taught so that the child can communicate more of his or her wants and needs.
Step 4: Increasing independence
Over time, the child may begin to use multiple forms of communication to interact with peers and adults, using signs to ask for something, but also using pictograms or even simple words if he/she is able to do so.