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Xurshid symbol communication-ims
 

Xurshid symbol communication-ims

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    Xurshid symbol communication-ims Xurshid symbol communication-ims Presentation Transcript

    • Symbol Communication at Ingfield Manor School @March 2009 Symbols @ IMS sally.conner@scope.org.uk
    • OverviewThe schoolCommunication strategyCommunication BooksIDVStarting BlocksMarch 2009 Symbols @ IMS sally.conner@scope.org.uk
    • 1. Ingfield Manor SchoolMarch 2009 Symbols @ IMS sally.conner@scope.org.uk
    •  Ingfield Manor School is an independent day and residential special school for children with cerebral palsy aged 3-16. It operates a Conductive Education ethos…… … which presents benefits and challenges for embedding communication strategyMarch 2009 Symbols @ IMS sally.conner@scope.org.uk
    • I was warned I wouldn’t last 6 weeks at Ingfield because Conductive Education and AAC don’t mixbut I’m still there 18 years onMarch 2009 Symbols @ IMS sally.conner@scope.org.uk
    • March 2009 Symbols @ IMS sally.conner@scope.org.uk
    • There is always a significant proportion of students who require AACFor a 2007 audit, the school population was divided into the following categories ……March 2009 Symbols @ IMS sally.conner@scope.org.uk
    • Primary Communication CategoriesSp: Speech Soc: SocialPhon: Difficult communication issues to understand Si: SigningDis: Language disorder AAC: Aided AACDel: Language Pre: Pre- delay IntentionalMarch 2009 Symbols @ IMS sally.conner@scope.org.uk
    • Communication Categories @ IMS November 2007 Communication Categories201510 Series1 5 0 PreMarch 2009 AAC Si SP PHON Symbols @ IMS SOC DEL sally.conner@scope.org.uk
    • 2. AAC StrategyMarch 2009 Symbols @ IMS sally.conner@scope.org.uk
    • Those numbers represent a typical pattern at IMSSo an infrastructure to support AAC is necessaryOver the years, we have developed resources and teaching strategies, currently reflected in the following:March 2009 Symbols @ IMS sally.conner@scope.org.uk
    • Early development of intentional communication with objects, pictures and symbols. Understanding of Cause & Effect Progression of Skills VocaPaperbasedCommunication Starting BlocksLevel 1: Skills TurnTaking Skills Go StepsKeywords. Clozeactivities. Development Timing Development Choicemaking IDV-ALevel 2: Sentence Simpleconstruction. Scanning Categorising IDV-BSingle pages. Other vocabs Complex Navigating IDV-C Scanning OtherLevel 3: Creativelanguage projects; vocabs/ Keyword IDV-Dnavigating pages IDV Communication combo skills integration March 2009 Symbols @ IMS sally.conner@scope.org.uk functional use
    • Resources have been developed piecemeal over the yearsStarting with communication books in pre-Boardmaker daysand high tech grids in Pre-Windows daysMarch 2009 Symbols @ IMS sally.conner@scope.org.uk
    • We had no thoughts of integrating low and high tech We had no vision as to where it would lead….. …….just solutions for individuals A reasonably well integrated solution has emergedMarch 2009 Symbols @ IMS sally.conner@scope.org.uk
    • If I were starting with the tools, knowledge and experience I have now I would do many things differently……..………but we do have an embedded strategy that has stood the test of timeMarch 2009 Symbols @ IMS sally.conner@scope.org.uk
    • 3. Communication BooksMarch 2009 Symbols @ IMS sally.conner@scope.org.uk
    • The first books involved Copy, Cut, Paste, Line Colour and Fill Colourbut nothing to do with MicrosoftMarch 2009 Symbols @ IMS sally.conner@scope.org.uk
    • Mayer Johnson had relatively extensive resources, so we set off down the PCS path We have so many resources that switching symbol sets would be a mammoth undertakingMarch 2009 Symbols @ IMS sally.conner@scope.org.uk
    • There are currently 5 basic levels of bookAlthough several variations at each level appear on a regular basisThe books are intended as templates to customiseMarch 2009 Symbols @ IMS sally.conner@scope.org.uk
    • 1x2 BookMarch 2009 Symbols @ IMS sally.conner@scope.org.uk
    • 1x2 Photo BookMarch 2009 Symbols @ IMS sally.conner@scope.org.uk
    • 2x2 BookMarch 2009 Symbols @ IMS sally.conner@scope.org.uk
    • March 2009 Symbols @ IMS 2x2 Book with Yes/No sally.conner@scope.org.uk
    • 2x4 BookMarch 2009 Symbols @ IMS sally.conner@scope.org.uk
    • March 2009 SpanishIMS Book Symbols @ 2x4 sally.conner@scope.org.uk
    • 4x4 BookMarch 2009 Symbols @ IMS sally.conner@scope.org.uk
    • Encoded 4x4 BookMarch 2009 Symbols @ IMS sally.conner@scope.org.uk
    • B&W 7x5 book with grid reference numbersMarch 2009 Symbols @ IMS sally.conner@scope.org.uk
    • Coloured 7x5 book with grid reference numbersMarch 2009 Symbols @ IMS sally.conner@scope.org.uk
    • Each level retains and builds on the vocabulary of its predecessorBoth in terms of topicsand sentence buildingMarch 2009 Symbols @ IMS sally.conner@scope.org.uk
    • At the first 3 levels, topics are the same. Complexityincreases according to size of vocabulary March 2009 Symbols @ IMS sally.conner@scope.org.uk
    • The 1x2 Book has key word vocabulary; but this may be extended by using a ‘flipout sheet’March 2009 Symbols @ IMS sally.conner@scope.org.uk
    • The 2x2 Book is in essence the same; but more vocabulary is displayed on one pageMarch 2009 Symbols @ IMS sally.conner@scope.org.uk
    • The 2x4 book introduces some sentence buildersand may warrant a more complex flipout sheetMarch 2009 Symbols @ IMS sally.conner@scope.org.uk
    • More topics are introduced in the 4x4 bookMarch 2009 Symbols @ IMS sally.conner@scope.org.uk
    • As well as more vocabulary and sentence buildersMarch 2009 Symbols @ IMS sally.conner@scope.org.uk
    • More topics again at 7x5March 2009 Symbols @ IMS sally.conner@scope.org.uk
    • As well as lots more sentence buildersMarch 2009 Symbols @ IMS sally.conner@scope.org.uk
    • and an extensive flipout sheet if neededMarch 2009 Symbols @ IMS sally.conner@scope.org.uk
    • There is a 4 year curriculum designed for focused time on Level 1: Keywords. Cloze vocabulary learning activities. Level 2: SentenceDivided into 3 levels construction. Single pages.And with session plans for Level 3: Creative every week language projects; navigating pagesMarch 2009 Symbols @ IMS sally.conner@scope.org.uk
    • 3. IDV (Ingfield Dynamic Vocabularies)March 2009 Symbols @ IMS sally.conner@scope.org.uk
    • Ingfield Dynamic Vocabularies (IDV) are high tech communication gridsDeveloped for children at Ingfieldspotted and selected for publication in 1994Since then, they have been published on 13 different software platformsMarch 2009 Symbols @ IMS sally.conner@scope.org.uk
    • Go Steps 1March 2009 Symbols @ IMS sally.conner@scope.org.uk
    • IDV AMarch 2009 Symbols @ IMS sally.conner@scope.org.uk
    • IDV BMarch 2009 Symbols @ IMS sally.conner@scope.org.uk
    • IDV CMarch 2009 Symbols @ IMS sally.conner@scope.org.uk
    • IDV DMarch 2009 Symbols @ IMS sally.conner@scope.org.uk
    • The latest addition is a hybrid of Grid Talk…………….March 2009 Symbols @ IMS sally.conner@scope.org.uk
    • and Star Talker (both Grid 2 user files from Sensory Software)………..March 2009 Symbols @ IMS sally.conner@scope.org.uk
    • And IDV for a student who needs a combination ofstrategies, including Word Banks, Word Predictionand familiar topic pages March 2009 Symbols @ IMS sally.conner@scope.org.uk
    • Sensory Software International Ltd. Sensory Software International Ltd.Each level of IDV is Sensory Software International Ltd. supported by a Workbook for IDV 2 Workbook for workbook Sensory Software International Ltd. Level A IDV 2 Workbook forWhich gives an Level B IDV 2 organised planning Workbook for Level C The Ingfield Dynamic Vocabulary and recording IDV 2 designed by Sally Conner at Ingfield Manor School Vocabulary The Ingfield Dynamic Level D designed by Sally Conner structure at Ingfield Manor School The Ingfield Dynamic Vocabulary designed by Sally Conner at Ingfield Manor School The Ingfield Dynamic Vocabulary designed by Sally Conner at Ingfield Manor SchoolMarch 2009 Symbols @ IMS sally.conner@scope.org.uk
    • 5. Starting BlocksMarch 2009 Symbols @ IMS sally.conner@scope.org.uk
    •  Series of user files comprising over 1000 grids, programmed in the Grid 2* designed to give extensive range of activities and resources for developing competency in using speech output technology if need be, in small steps and over a long period of time.March 2009 Symbols @ IMS sally.conner@scope.org.uk
    • In Starting Blocks, technology is not the primary focus…..…..it is the interface for playStudents should not be left alone with these gridsbecause interaction is with people and play materials………not the screenMarch 2009 Symbols @ IMS sally.conner@scope.org.uk
    • OVERVIEW TRAINING ACTIVITIES FUNCTIONAL COMMUNIC- ATION ON YOUR GET SET GO MARKSPRIMARY Social/ Operational/ PractisedTARGETS Linguistic Linguistic Integration Turn Taking Categorising Step 1: No Navigation Choosing Navigating Step 2: Some Navigation Row Column Step 3: Clear Scanning and SpeakMarch 2009 Symbols @ IMS Step 4: Row sally.conner@scope.org.uk Column
    • A turn taking grid, to participate in play. Requires only single switch pressesMarch 2009 Symbols @ IMS sally.conner@scope.org.uk
    • A choice making grid, to take the lead in a singing activity. Requires ability to time switch presses with scanningMarch 2009 Symbols @ IMS sally.conner@scope.org.uk
    • Building up complexscanning skillsMarch 2009 Symbols @ IMS sally.conner@scope.org.uk
    • Starting Blocks Work BooksMarch 2009 Symbols @ IMS sally.conner@scope.org.uk