Other techniques use visual means such as picsymbols or communication boards. While any of these systems may have their advantages and work for some individuals, it would be more ideal to concentrate on development of the system that is universally understood by everyone. That is, talking, reading regular print and writing. The contention of this paper is that given the right methodology, children who have heretofore been unsuccessful in learning initial speech, reading and writing, can learn to do so if adults apply a structured language approach as one of their regular teaching methods. The method fits into the regular curriculum and is appropriate in programs emphasizing both oral and manual communication, or in programs where a whole language approach is used, but is not sufficient for every pupil.
Teaching follows a fixed sequence.
Each step provides systematic sensory and motor associations and practice on some aspect of visual, auditory, kinesthetic or tactile association. Teaching methods include use of structure and routine, attention getting, immediate success and reinforcement, imitation, pattern practice and other procedures. The method is one which can be readily used by not only professional communication specialists, but regular teachers and parents who have training in its use. It uses ordinary orthography so the child learns the common code of his environment. The fact is that the myriad of programs and procedures promising rapid change, have usually brought false hope to most of the people who have initially believed in them.