Makaton – I am James' mum

Today’s story was inspired by a post by a smart lady and a psychologist whose thoughts about Cinderella helped me consider choice.

I retold the Cinderella story for James. I told without a script, as part of the chatter and narrative we have together. I presumed competence. I do this as James does not communicate in a traditional way, and it may appear that he is not capable of understanding the story I told him. However, I enjoyed myself in the storytelling. The magic that happened was a simple celebration of connection and understanding. I talked about choice and the things we can choose to do. James surprised me with his independent choice to get himself ready for bed. He made me smile. I’m very proud of him.

Here is the story written up, AAC supports (visuals, key word Makaton signs, signed story and sensory enhancements) to follow 🙂

Cinderella 2025 A story for James

Once upon a time, there was a girl called Cinderella.

She was a quiet girl. She stayed at home and did not go to school.

Her mother had died when she was very young. Her father married another woman—a very mean one.

We know not all stepmothers are mean—but this one was unkind, bossy, and cruel.

Cinderella had lots of jobs to do every day. She felt tired and sad.

One day, the people in the town said,
“There will be a big party!”
“Everyone is invited!”

But Cinderella didn’t think she would go.
She sat down, feeling weary from all her chores.
A tear ran down her face.

Then—POP!—a voice said,
“Why are you crying, dear child?”

Cinderella looked up.
There in the air was a round, smiling, floating lady.
She had sparkly shoes and smelled like flowers.

“I don’t know,” said Cinderella.

“Is it because of the party?” the floating lady asked.
“Do you want to go?”

Cinderella thought,
No. I’m too tired. I have too much homework. I can’t leave the house.

“I’ll tell you what,” said the kind lady.
“Close your eyes and you’ll get a surprise.”

“No thank you,” said Cinderella.

She had been taught:
Don’t talk to strangers.
Don’t close your eyes just because someone says so.
That is good advice.

The lady smiled kindly.

“I understand,” she said.
“I’m your FGM— a Fairy Godmother. That means I’m a magic, nice helper.”

“Look over there!” she pointed.
Two mice were carrying bananas!

Then—POOF!

Suddenly, a beautiful dress appeared.
A shiny mask floated in the air.
And the mice now held sparkling yellow shoes.

“Put these on,” said the Fairy Godmother.
“Go to the party.
I will clean the house for you.
Just come back by midnight.
Will you take the chance?”

Cinderella looked at the dress. She thought of a night without cleaning.
“Yes,” she said, “I will go.”

Outside, there was a carriage waiting.
It looked a lot like a big pumpkin.

At the party, Cinderella had a great time.
She ate a lot of food.
She danced a little.

The mice were so happy at the cheese fountain!

Cinderella’s joy showed, even behind her mask.
She made the whole room shine.

Then—DING DONG—the clock struck twelve.

Cinderella had a choice.
Should she stay or go home?

She thought,
It’s late. It’s dark. It’s a long way to walk. And… my shoes might turn into bananas!

So she ran to the carriage.

Back at home, everything turned back.

The dress became an old sack.
The carriage became a pumpkin.
There was only one banana left.

Cinderella smiled and laughed.
“That was fun,” she said.

She got out her notebook, wrote down the story, and smiled again.

The Moral of the Story (with Key Ideas)

Some things are hard to change—but it’s good to try and stay hopeful.
Don’t talk to strangers, and don’t do something just because someone tells you to.
Think about your own safety, your choices, and what’s right for you.
You can feel happy inside, even if things around you are difficult.
Sometimes life brings a little magic—not like fairytales, but still real.
We all have the power to choose and to hope.
Stories help us learn, dream, and connect—so let’s tell happy stories.

Joyful Storytelling for All Learners

When working with children who have complex learning difficulties and disabilities, we may not always receive clear, verbal feedback. But that does not mean the child is not listening, learning, or engaging. This is where the principle of presuming competence becomes essential.

We tell stories with trust in our learners. Even if they don’t appear to be responding, we open the door to unexpected moments of connection. A smile, giggle, a subtle shift in posture or look. These are all signs of engagement and meaning-making.

Storytelling also provides a safe space to explore important life themes: choice, safety, resilience, and joy. When stories are offered with no pressure to perform, they create inclusive spaces. Every child can participate in their own way.

You might be surprised by what happens if you take a chance. A story shared with warmth and humour might unlock a reaction you’ve never seen before. A child who rarely interacts might suddenly light up at a certain phrase. Or a previously silent listener might begin to vocalise, gesture, or initiate.

These are not just moments of entertainment—they are moments of communication, connection, and belonging.

Why Storytelling Matters

Storytelling is a powerful tool for all learners, especially those with complex needs. When stories are shared with joy, laughter, and sensory richness, they create accessible entry points into learning. For some children, understanding might come through:

The sound of a repeated phrase, rhythm, or voice
The visual repetition of a symbol or gesture
The feel of a prop (a soft sack, a smooth mask, a textured pumpkin)
The emotional tone of shared laughter or surprise
The comfort of a routine storytelling structure

In this context, comprehension doesn’t always look like answering questions or retelling the story.

A thought on presuming competence

Presuming competence is not about ignoring a child’s needs—it’s about believing in their possibilities. When we tell stories with kindness, sensory depth, and a dash of magic, we send a message:

“You belong in this story. You are expected to understand. And we will meet you where you are.”

Presuming competence means approaching every child with the belief that they are capable of thinking and understanding. They are also capable of feeling and communicating in their own way. It shifts our focus from deficits to potential. Instead of asking “What can they do?”, we ask “What can we offer to support deeper engagement?”

Let’s tell stories full of joy, curiosity, and open-heartedness—and let’s be open to the beautiful, surprising responses they can invite.

Makaton Key Word List for Cinderella 2025

Here’s a suggested list of key words to sign during storytelling (you can adapt based on vocabulary level):

Makaton Key Word Table for Cinderella 2025

Spoken Word	Makaton Sign (Suggested)
Cinderella	Name sign or fingerspell
Girl	GIRL
Home / School	HOME / SCHOOL
Mother	MOTHER
Father	FATHER
Quiet	QUIET
Mean / Unkind	MEAN or BAD
Chores / Jobs	WORK
Tired	TIRED
Sad	SAD
Know / Help	THINK or LEARN / HELP
Party	PARTY
Dress	DRESS
Shoes	SHOES
Carriage	CAR
Pumpkin	PUMPKIN
Magic	MAGIC
Midnight	CLOCK + 12
Happy	HAPPY
Dance	DANCE
Cheese	CHEESE
Mouse	MOUSE
Banana	BANANA
Choice	CHOOSE
Write / Notebook	WRITE / BOOK
Story	STORY

Makaton sign language uses the body to aid communication. It’s similar to an extension of the natural gestural body language we use when we travel – trying to make ourselves understood. It is known in Special Educational Needs and Disabilities (SEND) as an AAC tool.

The Benefits of Makaton: Engagement, Inclusion & Communication for All

Makaton is more than just a sign language system—it’s a powerful tool for connection. Makaton blends signs, symbols, speech, and body language to support and enrich communication for everyone, not just those with speech challenges.

Keeps Focus and Enhances Engagement

Makaton signing helps children maintain focus by adding a visual and physical element to communication. For example, Sarah, a young girl with ADHD, found it difficult to sit still and concentrate during lessons. By incorporating Makaton signs into classroom instructions, Sarah was able to focus better. She could follow along because the signs added meaning. They acted as a physical memory anchor (muscle memory). Sarah could associate this with the verbal instructions, making them easier to remember.

Increased brain activity promoting cognitive growth

Makaton offers benefits to all children, not just those with specific communication challenges. Studies have shown that children who use sign language, including Makaton, exhibit increased brain activity. These activities occur in areas related to language development, promoting cognitive growth. Learning signs connects words with physical actions, enhancing learning through multisensory experiences and offering a deeper understanding of the world.

Develops hand-eye coordination and fine motor skills

Makaton encourages the development of motor skills, which contribute to the creation of new neural pathways in the brain. This leads to improvements in problem-solving, language comprehension, and memory, benefiting children across various developmental stages

Learning fine motor skills, which are essential for cognitive development. Fine motor activities, such as hand-eye coordination and finger movements, play a crucial role in neural development. They support children’s ability to learn. They help them solve problems and communicate effectively.

Kinesthetic Learning beyond Key stage 2

Makaton enhances kinesthetic learning by linking physical actions with words. This makes the learning process more interactive and accessible for all children. Beyond Key Stage 2, this can greatly influence children’s ability to learn new concepts. The impact is especially evident when they can connect movement and gesture with content. Kinesthetic learning, which involves physical movement, helps reinforce memory and understanding by engaging multiple senses.

For example, a child learning about “weather” could sign different types of weather (e.g., “sun,” “rain,” “cloud”) while physically mimicking actions, such as moving hands to imitate the rain or spreading arms to show the sun. This connection between action and word supports content learning. It strengthens the child’s ability to recall and understand the concept.

Introduces diversity into communication

Makaton introduces diversity into communication, making learning more accessible to all children and creating a joyful, inclusive environment. Whether it’s the joy of signing a song or the excitement of learning a new word, Makaton enriches children’s lives in meaningful ways.

Our way

When I use Makaton in public with others, becomes an emotional bridge. It allows others to acknowledge James’ communicative capacity. It gives them a model they may use if they wish to acknowledge James’ presence. They can also use it if they wish to communicate differently.

Supports Mental Health and Wellbeing

For children like James, who struggle to express their emotions verbally, it can be beneficial. It also supports verbal children to express their feelings and needs. The pressure of producing verbal speech and expression is removed, reducing anxiety and frustration.

I began modeling and practising Makaton signs with James in a natural way, which is known as non-direct teaching. As a result, he became more comfortable trying to sign himself. As I learned more, I signed more. It doesn’t matter if his signs are not correct. It is difficult for him. The feedback is his attention, fueled by engagement, confidence, and well-being.

The emotional support of adult modelling encourages a safer environment where children can explore communication openly and without correction.

Reduce isolation

One of the most profound benefits of Makaton is its ability to break down communication barriers. Without accessible communication methods, children can easily feel isolated and disconnected from their peers. Makaton empowers children by offering a means of interaction, even at a basic level. A simple gesture, like a wave or a sign for “hello,” can reduce feelings of loneliness and exclusion.

Better Outcomes

A study by the National Institute of Health found that inclusive communication strategies in schools led to better academic outcomes. These strategies also fostered a greater sense of belonging among students with special needs.

Builds Empathy and Understanding

Makaton signing is not just for children with communication challenges. It can also benefit all children. It fosters empathy and a deeper understanding of communication differences. When children engage with different methods of communication, they become more aware of others’ needs. They also develop greater respect for diversity. This cultivates an environment where empathy and inclusion thrive, preparing children for a diverse world beyond the classroom

Conclusion

We can create environments where all children have the opportunity to engage. They will learn and thrive by incorporating Makaton into everyday routines. The benefits of Makaton extend far beyond communication, promoting a world that celebrates diversity and inclusivity.

In environments where inclusive communication methods like Makaton aren’t used, children may feel disconnected from their peers. However, teaching Makaton ensures that all children, regardless of their communication abilities, can participate in learning and social activities. This inclusive approach fosters a sense of value and support, leading to improved self-esteem and social skills.

Makaton is one example of a low technology Augmentative and Alternative Communication method (AAC).

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Category: Makaton

Cinderella and a little every day magic!