COURSE OVERVIEW

Introduction
Course 101 in Blissymbolics has been designed to introduce you to the structure, capabilities and vocabulary of the language of Blissymbolics while guiding you to construct a Bliss Display, consider various teaching strategies, and gain information about language, literacy and Augmentative and Alternative Communication along the way. If you wish to take the full course, you can request a Bliss tutor, who will help you when you are having a difficulty and who will be able to suggest additional reading materials in topics of particular interest to you.

This course is intended to support the teaching of Blissymbolics to those who wish to assist persons who are nonspeaking or those who have learning or literacy difficulties. Adults who use Blissymbolics could find this course of interest as well, if they could share it with a partner who would read the text for them or you may download the Opera web browser which, for PC users, provides screen reading (Please see the notes on Web Browsing for more details). The ten lessons included in this course are intended as an Introduction to the Language of Blissymbolics. A second course is planned and some of the content will be described in Resource 25, Looking ahead to Course 201. As participants provide feedback within Course 101, the contents for Course 201 will be adapted and extended to meet identified needs. The development of Course 201 will take place during the summer of 2007.

About the Author
Shirley McNaughton has been teaching Blissymbolics to children and adults since 1971. Her association with Bliss users has provided her with many opportunities to learn from them and she has shared her insights with instructors and families through workshops and conferences for over 35 years. Blissymbolics Language: Online Nexus is now providing a venue for her ideas re the teaching of Blissymbolics – making them available to any instructor wishing to learn the language of Blissymbolics for the purpose of teaching the language to an individual who lacks functional speech. For further information, consult Shirley McNaughton's curriculum vitae.

The Community and Culture of Blissymbolics
Before you embark on this course, I would like to tell you a little about those who teach and those who use Blissymbolics. Since 1971, teachers, speech-language pathologists, occupational therapists and others who work with persons who have complex communication challenges have shared a wonderful experience. They have had the privilege of witnessing the development of language in those who learn Blissymbolics. For some students, Blissymbols remain their primary means of communication throughout their life. For many others, Blissymbols are the foundation upon which they move to print and full literacy. The goal for every student who learns Blissymbolics is to attain their highest level of written communication.

Those who learn Bliss and those who help them share a perspective that has united Bliss instructors around the world. The first goal is communication, of course. But with Blissymbolics, the shared journey of the learner and the instructor is an exciting one of discovery of new insights. With each new Blissword and each new Blissstrategy leading to greater success in communication, comes a growing awareness of the power of language.

For over three decades, those who use Blissymbolics either as learners or as instructors have shared in the development of the language and in supporting others who wish to become Bliss users. In the world-wide Bliss community, there is a culture built upon sharing, exploring and enjoying language. The strength of Blissymbolics is the language infrastructure it offers and the meaning inherent in every symbol. In Course 201, attention will be given to the support Blissymbolics can offer to literacy development. For this course, the focus will be upon the features of Blissymbolics that contribute to an understanding of language and to the resulting enhancement of communication.

Many Bliss users now use voice output devices to expand their communication capabilities. Many also choose to continue to use their Bliss boards when they want to express a difficult sentiment or to share a complex idea. The mutual support the two partners can give to each other within Blissymbolics communication is a very satisfying experience. I hope, as you undertake your study of Blissymbolics, you will have the opportunity of communicating with a partner who will help you learn the full capabilities of Blissymbolics in practice.

Charles K. Bliss embedded a philosophy within his language. His books and the film “Mr. Symbol Man” provide excellent sources for an understanding of his objectives in creating Blissymbolics. For those who have learned Blissymbolics within the community of those with complex communication needs, the objectives have been in another direction - toward language, communication and literacy development and enhancement. The language of Blissymbolics has proven to be rich enough to serve well this new application.

Format of Blisswords
We apologize for the quality of the Blissymbols that appear in some sections within this Web Course. In transferring the Blisswords from one format to another for the purposes of displaying them on the web, quality is lost. As technical advances make it possible, we will upgrade the symbol presentation. For those who are taking the course, a printout version is made available, so the quality of Blissymbols directly from the Bliss software can be seen. This also enables those taking the course to maintain a hard copy of the lessons.

Bliss Display and Vocabulary
The vocabulary for the display is kept small in an attempt to direct attention to the many features of Blissymbolics and provide a glimpse into the scope of the language. At each step, you will be offered additional vocabulary items and further information sources - to be explored as you wish. The current BCI Authorized Vocabulary contains 3,588 Blisswords. However, an unlimited number of Blisswords can be produced through the use of Bliss indicators, modifiers and word-building strategies. As you proceed through the course, you will be introduced to the many different ways of extending vocabulary and hopefully you will gain glimpses of the breadth of communication that is possible through applying the full capabilities of the language. A visual semantic language offers many unique avenues to be explored by those who are interested.

Charting Your Route
The route you take within this course is for you to choose. If you already know something about Blissymbolics, you may choose only to take the lessons pertaining to the parts you have not already studied or those you want to review. If you are beginning your learning of Blissymbolics, it is advisable to follow the lessons in the order they are presented. If you wish to know more about the topic of any lesson, examine its introduction and its resources. They provide supplementary and explanatory information. They can be read at any time during the course to gain broader knowledge. If you have further questions, contact your Bliss Tutor. Please, follow the learning approach that best suits you! For a short history before you begin, see Resource 9.

Your Display
The display you will be constructing will NOT be a display appropriate for a Bliss user. The most important difference is that YOUR display will have no English words accompanying the Blissymbols! This would never be the case with a display for a Bliss user for they would always have the words accompany the Blissymbols to assist their communication partners. Within this course, YOU are being given as much practice as possible in relating to the Blissymbols with no help from English. (Remember, this is the situation for Bliss users, since they cannot read.) Within this course, the objective for your display is YOUR learning. You are being required to read every Blissword on your display in order to reinforce the new knowledge you are gaining as an adult learner of the language’s capabilities. The design of the display will however, follow the pattern that is recommended for Bliss displays, that of the Fitzgerald Key (See Resource 5). Hopefully, questions will be stimulated as you create YOUR display. You are invited to submit your questions to your Bliss Tutor if you are unable to gain the information you need from the material presented on-line.

In producing a display to be used for communication by a Bliss user, many factors need to be taken into account relating to the developmental and experiential level of the user. Information related to these factors can be found in Resource 4.

Vocabulary
As Blisswords are introduced in this course, the section of the display to which they are to be assigned will be specified. By the third lesson, you will have been introduced to enough vocabulary on your display to enable you to construct simple sentences. By the time you complete all ten lessons, you will have the knowledge to produce conversations.

Extending your vocabulary
As you learn new vocabulary, ways of extending your Bliss vocabulary will be identified and you will be asked to apply them. Resource 5 will provide a summary of all indicators. Sources for word-vocabularies are listed in Resource 10.

Most important
The two most important things to remember as you study Blissymbolics and embark upon teaching persons with communication challenges:

1. The Blisswords and Bliss characters are meaning based. The learner requires no knowledge of letters and their sounds to learn and become fluent in the use of Blissymbolics. Printed words appear with the Blisswords, but this practice is to inform the communication partner, not the Bliss user. (Although there is a side benefit for the Bliss user in developing a word sight vocabulary.)
2. A Bliss vocabulary is only of value if it is used in communication. The first step after being introduced to a new Blissword is to put it to use while talking with a partner. (Vocabulary review, games, worksheets, etc. can help reinforce the learning of a new Blissword. But applying the words in conversation should always be the primary goal!)