Comenius hear my voice


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Comenius Project done between 2011-2013. This partnership deals mainly with pedagogical/management issues. The partners, all of whom work with children and young people with severe to profound and multiple learning difficulties, aim to visit similar educational contexts across Europe in order to observe and learn from examples of good practice in enabling pupils with limited communication and physical mobility, and often, sensory impairments, to actively participate in the life of the school and the wider community.

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Comenius hear my voice

  4. 4. MAGIC BOX - The ‘Hocus Pocus Magic Box’ is an activity designed to increase basic communication skills for children with complex and multiple learning difficulties. - The aim of he ‘Hocus Magic Box’ is is to stimulate different senses in a very systematic and coordinated way. - Different objects and materials are offered to the children and every one gets enough time to explore the objects with their different senses: taste, vision, smell, hearing and tactile senses. No spoken language is used during the activity, only music and sound effects. - In every session we use the same structure. We always start and end the activity with waving a heavy coloured table sheet on a same song. This sheet acts as an object of reference. Then we put the materials one by one on the table and offer them to the COMENIUS PROJECT “Hear my Voice”
  5. 5. MAGIC BOX OBJECTIVES: • To share sensory experiences with other children, to develop peer awareness. • To develop facial expressions • Improve listening skills and widen attention span. • Promote sensory exploration of materials. • To create visual clues and to invite students to track them (VI) • To help learners to communicate emotions through facial expressions. • To invite the learners to make choices of preference. • To react to verbal prompting. • To invite students to ask for more and to work on cause and effect exercises. • Sharing attention • Sharing pleasure COMENIUS PROJECT “Hear my Voice”
  6. 6. MAGIC BOX Magic Box in Brussels COMENIUS PROJECT “Hear my Voice”
  7. 7. COMENIUS PROJECT “Hear my Voice” SOCIAL READING Reading is linking speech sounds to characters (sound-symbol), which are synthesized from left to right until a word is formed (c-a-t makes cat). Reading includes not only a technical aspect, but also a comprehensive aspect (reading comprehension). It requires a double decoding: • Graphical code that must be converted into a sound code (c-a-t is pronounced /k/¨/ae/ /t/). • A meaning that must be given to that soundcode. Social Reading = signal-reading: an object, photo, image, icon or whole-word can be ‘read’ This requires a single decoding: giving meaning to a certain image. The learning process that is used to teach this method is associative learning.
  9. 9. COMENIUS PROJECT “Hear my Voice” SOCIAL READING OBJECTIVES • pupils can actively participate in the life of their school and the wider community. • pupils are encouraged to make choices in meaningful contexts in their daily lives. • making written communication more clear to our pupils. • their personal initiative as well as their social and civic participation and inclusion: shopping, using public transport... Applications in daily use: shopping lists, recipes, step-by-step instructions, school diary, student newspaper ...
  10. 10. COMENIUS PROJECT “Hear my Voice”
  11. 11. COMENIUS PROJECT “Hear my Voice” FORERUNNERS IN COMMUNICATION Is an instrument to explore underlying competence for augmentative communication, it measures perception and sense-making of non-transient forms of communication at the levels of presentation and representation. The target group consists primarily of individuals with autism and intellectual disability (ID) without or with only limited verbal communication. The ComFor is suitable for children and adults with a developmental level between 12 and 60 months. Determination of the level of sense-making is crucial for individualized interventions.
  13. 13. FORERUNNERS IN COMMUNICATION First level: sensation In this level children can smell, feel and see. And have a comfortable feeling of objects, smells, views and feelings they are used to. Ex: these children will splash their hands in a glass of water. Second level: presentation In this level children recognize things when they are in front of them. Ex. these children will know that they can drink from a glass filled with water. COMENIUS PROJECT “Hear my Voice”
  14. 14. COMENIUS PROJECT “Hear my Voice” FORERUNNERS IN COMMUNICATION Third level: level of representation The child can recognize objects and/or pictures and understand that they are related to places or activities. Ex. The child knows that a picture of a glass of water will refer to drinking. Fourth level: meta-representation The child sees different meanings of a picture/object In this level the child can see the glass also as something to put a flower in. The level of communication determines the ability of a person to understand AAC. The level of communication can be tested with the COMFOR (Noens e.a.)
  15. 15. COMENIUS PROJECT “Hear my Voice”
  17. 17. COMENIUS PROJECT “Hear my Voice” ACTIVE LEARNING APPROACH (LILLIE NIELSEN MATERIALS) The philosophy behind the approach of Active Learning is that, if given opportunity to learn from his own active exploration and examination, the child will achieve skills that become part of his personality. The teacher’s task is to lead the child out of passivity to activity and help to achieve motor abilities. They have to create an environment that is appropriate for these children to learn and to develop actively and they help the multiply disabled and visually impaired child to achieve as much independence and autonomy as possible.
  18. 18. COMENIUS PROJECT “Hear my Voice” ACTIVE LEARNING APPROACH (LILLIE NIELSEN MATERIALS) Learning becomes possible if the child: • is given opportunities to learn from the level to which he is developed. • can discover, experiment, and explore with many ways of performing an activity and thus learn the most practical way for him to perform a skill successfully. • has sufficient time to experiment and the opportunity to repeat an action as many times as necessary in order to store the information gained and to confirm that a specific way of acting gives the same result, and so comprehend the reality of it.
  19. 19. COMENIUS PROJECT “Hear my Voice” ACTIVE LEARNING APPROACH (LILLIE NIELSEN MATERIALS) • has the opportunity to compare his experiences. This allows him to discover similarities and differences, to recognize specific experiences, to associate a new experience with others already stored in the memory, to link experiences with each other, and later on to categorize and generalize experiences. • has somebody with whom to share his interest and experiences. This allows him to learn how to initiate interaction.
  20. 20. COMENIUS PROJECT “Hear my Voice” ACTIVE LEARNING APPROACH (LILLIE NIELSEN MATERIALS) Infants and children learn within several areas of development simultaneously. Ability achieved in one area influence abilities in other areas, so that the areas are intertwined and experienced by the infant or child as a small entirety. Through self-activity and interaction with others, this entirety should gradually contain more and more detail as the child comprehends and masters the several parts, becomes able to connect these parts, and finally is able to perceive a bigger entirety. In summary, learning is achieving knowledge by being active.
  23. 23. APPLIED BEHAVIOUR ANALYSIS (ABA) Behaviour Analysis is the scientific approach to studying the behaviour of organisms. It uses scientific methods to look at the individual organism. Its main objective is to discover principles and laws that govern behaviour. Behaviour Analyses has 2 branches experimental and applied behaviour analysis. ABA which is both an applied science that develops methods of changing behaviour and a profession that provides services to meet diverse behavioural needs. COMENIUS PROJECT “Hear my Voice”
  24. 24. PRINCIPLES AND PRACTICES OF ABA Discrete trial training is an educational strategy based on the principles of ABA. It involves breaking down the skills into smaller components and teaching those smaller sub skills individually. Repeated practice of skills is conducted and teachers may incorporate prompting procedures as necessary. Correct responses are followed by reinforcement procedures to facilitate the learning process. COMENIUS PROJECT “Hear my Voice”
  25. 25. PRINCIPLES AND PRACTICES OF ABA Reinforcement: is a process in which a consequence of a child's behavior is "rewarding" enough so that the child begins to engage in the behavior more frequently. Prompting: When teaching an individual with a disability, you often need to deliver specific prompts to elicit a response. Prompts make learning more positive and increase the efficiency of instruction by minimizing student error. Prompt fading and Prompt Hierarchy : When we begin teaching a new skill we may begin by giving a full prompt and slowly slowly we remove prompts so that the child begins to act independently. Error correction procedures: If an incorrect response is given, typically it is correct with a simple, neutral "No“, and the trial is often repeated to give another chance. If a number of incorrect responses are done, the level of prompting may need to be increased. COMENIUS PROJECT “Hear my Voice”
  26. 26. COMENIUS PROJECT “Hear my Voice” PRINCIPLES AND PRACTICES OF ABA Take data: Data collection helps ABA therapists accurately measure performance throughout the teaching process. Not only does it provide them with a deeper understanding of how the child progresses, but it enables them to monitor any setbacks or to identify any changes in environment or stimuli that led to different responses. It also helps parents and educators come up with behavior plans and to make adjustments to the curriculum as needed.
  27. 27. COMENIUS PROJECT “Hear my Voice” USE OF INERACTIVE BOARD FOR TELLING A FAIRY TALE IWB (Interactive White Board) is great for demonstrations and can make the fairy tale more magical and interesting. Is a multi-sensory and colorful tool which allows students to attend through visual, auditory and tactile means bringing in much more focus all around. Reaches a variety of learning styles by keeping the students engaged and motivated. Student with limited motor skills can enjoy. Special needs students can manipulate the IWB with more ease than a traditional computer/mouse set up. IWB gives teachers’ the opportunity to adapt material for handicapped students. The large fonts and bright colors are helpful for both visually impaired students and those who have trouble staying on task, while students who respond well to kinesthetic learning will benefit from touching the board.
  28. 28. COMENIUS PROJECT “Hear my Voice” USE OF INERACTIVE BOARD FOR TELLING A FAIRY TALE OBJECTIVES •To give the opportunity to the children to have fun and be entertained by watching and listening to the fairy tale. •To stimulate children’s imagination and help them get into a world where anything can happen. •To help children to calm down and relax. •To give the opportunity to the children to interact and participate according to their own needs.
  29. 29. COMENIUS PROJECT “Hear my Voice”
  30. 30. COMENIUS PROJECT “Hear my Voice” MUSIC THERAPY - THE USE OF MUSIC AS A NON- VERBAL COMMUNICATION How we define communication? Communication is the transmission of information with a medium from one person to the other....... How we define Music? Music is any element that can be perceived through hearing, but also with other senses such as touch, through vibration. Clinical improvisation in creative Music Therapy The use of music as a nonverbal communication in music therapy is called clinical improvisation.... Is the process where the client and the therapist relate to each other through music. LISTEN.... LISTEN.... LISTEN...... By listening to the clients’ music, it can provide the Music Therapist a point of where to begin or bring the music improvisation.
  31. 31. COMENIUS PROJECT “Hear my Voice”
  32. 32. COMENIUS PROJECT “Hear my Voice” SEX EDUCATION FOR PEOPLE WITH DISABILITIES Advantages: •Will have the opportunity to talk, probably for the first time, about personal issues, •Will stimulate the awareness of own emotions. •Will learn the concept of reciprocity and respect, •Will be able to cope with difficult incidents more easily such as aggression, abuse etc., and report them to the adequate people. •Will learn social boundaries, •Will develop moral judgment, •Will cultivate the right for personal preferences.
  33. 33. COMENIUS PROJECT “Hear my Voice” SEX EDUCATION FOR PEOPLE WITH DISABILITIES In order for sexual education to be effective it should: •Help the individual to understand that he has the right to have that orientation covering his desires and does not affect or disturb others, •Help the person understand the meaning of respect, •Teach gender equality, •Transfer knowledge with simplicity and clarity, •Ensure an instructor who has knowledge on all matters concerning sexuality and be able to talk about them without preconceptions and must not simplify serious issues to an extent that a person could be led to disappointments i.e. marriage, childbearing etc.
  34. 34. COMENIUS PROJECT “Hear my Voice” SEX EDUCATION FOR PEOPLE WITH DISABILITIES Action Plan - Educational Development Plan of sex education. The objectives are focused around matters concerning the 5 circles of sexuality and the thematic fields of sex education.(Life Planning Education, Advocates for Youth, Washington , DC). Five circles of Sexuality: Circle of Self Circle of Caresses Circle of Friendship/Hugs Circle of Handshaking Circle of Strangers
  35. 35. COMENIUS PROJECT “Hear my Voice” SEX EDUCATION FOR PEOPLE WITH DISABILITIES OBJECTIVES •Delimitation of relationships. •Identification of the individual and his/her Ego. •Enhancing self. •Identification of appropriate touches and body language. •Training on self-protection.
  36. 36. COMENIUS PROJECT “Hear my Voice” BEKKEFARET SCHOOL (KRISTIANSUND - NORWAY)  MAKE CHOICES  COMMUNICATION: •Communication book •Dairy with photos •Day and week schedules
  37. 37. COMENIUS PROJECT “Hear my Voice” MAKE CHOICES The main focus in our work is to give the students possibilities to have an influence on the daily life at school and the wider community. To reach this goal it Is important to give the students communication-systems which are adapted to each students level, physically and mentally. Different reasons do that most of the students need AAC, for supply for spoken language, or they use AAC as main communication. We have developed communication-systems for each student, who give them possibilities to influence on their life at school, home or other arenas in their life.
  38. 38. COMENIUS PROJECT “Hear my Voice” MAKE CHOICES Here are some examples: Possibilities to choose which music they want to listen to. On the wall we have different pictures who symbolize different kinds of music. The student take a picture from the wall, and put it on the cd-player. Then, the teacher helps the student to find this cd. The meaning of every picture is especially exercised, before they start to use them in natural environments, so we are sure they understand what each picture is symbolizing.
  39. 39. COMENIUS PROJECT “Hear my Voice” Chosing Christmas Songs Chosing Favourite Songs
  40. 40. COMENIUS PROJECT “Hear my Voice” COMMUNICATION Communication Book This book contain different areas in the students life. Examples; bead meals, bathroom, family, horse-riding… With this book the student can communicate with people about all stages of their daily routine. We are also using communication-sheets, they functioning is similar to communication skills,however, they are theme based. (example: meals) When the student starts using pictures as a communication aid, we start with communication sheets, then the sheets are put together to form a communication book.
  41. 41. COMENIUS PROJECT “Hear my Voice” COMMUNICATION Diary with photos To give the students the opportunity to tell their families or others about the day at school, some of them bring pictures or a diary with pictures with them to their homes. This method creates opportunities for the students to tell their family members about what happened at school today. This diaries/pictures give them opportunities to communicate with different people (example: at school, the daycare-centre, and other people they meet).
  42. 42. COMMUNICATION Day and week schedule Mobile day-schedule is a very useful tool for several students. They always have the possibility to get a reminder of what will happen, even if they aren`t at the classroom. A mobile schedule help them to have a focus on the activity they are going to do. It is especially useful when the students move from one room to another throughout their daily routine. COMENIUS PROJECT “Hear my Voice”
  44. 44. COMENIUS PROJECT “Hear my Voice” INCLUSIVE EDUCATION Broadwaters is an inclusive campus shared by a mainstream school called ‘The Willow’ and one special needs school called ‘The Brook’. On the campus, pupils with special educational needs share some of the activities with their peers from the mainstream school. For example, during activities of the artistic field pupils from both schools work together in a same classroom sharing an inclusive lesson. Mainstream students from The Willow and students with special education needs from The Brook benefit from the experience of inclusive learning developing a wide variety of skills ranging from PSHE ( Personal Social and Health eduction), Humanities, Creative skills (Art&Music). Students from both schools share common spaces: dining room, play ground...
  45. 45. COMENIUS PROJECT “Hear my Voice”
  46. 46. COMENIUS PROJECT “Hear my Voice”
  47. 47. COMENIUS PROJECT “Hear my Voice” SHERBORNE DEVELOPMENTAL MOVEMENT Sherborne Developmental Movement (SDM) is a form of therapeutic intervention, which seeks to engage participants in interactive learning, through shared movement experiences, which have their origins in the normal patterns of human development. These movement experiences are presented in an environment that is open to personal response, non- judgemental and firmly rooted within the concept of achievement and success. (Hill – 2006)
  48. 48. Body Awareness Centre •Other parts •Whole body Spatial awareness •General •Personal •Spatial concepts Working with others •Caring •Being cared for Working together •Sharing equally in all movements Working against another •Testing •Resisting Awareness of the quality of ‘my’ movements •Strength •Speed •Fluency Awareness of quality of ‘others’ movements •Strength •Speed •Fluency Key elements underpinning the Sherborne Developmental Movement ‘Introductory Day’ practical sessions Relationships and Communication developed through •Awareness of self •Awareness of others
  49. 49. COMENIUS PROJECT “Hear my Voice” MUSIC POLICY Music is a powerful, unique form of communication that can change the way people feel, think and act. It brings together intellect and feeling and enables personal expression, reflection and emotional development. As an integral part of culture, past and present, it helps people understand themselves and relate to others, forging important links between the home, school and the wider world. It can develop a sense of group identity and togetherness, and increases self-discipline and creativity, aesthetic sensitivity and fulfillment.
  50. 50. COMENIUS PROJECT “Hear my Voice” MUSIC POLICY Music is taught both as a discrete subject, and in a cross curricular way. In order for pupils to learn through their most effective means, and to work to their strengths and abilities, a multi-sensory approach to teaching and learning is often used in music activities. All classes throughout the school use music activities to support other areas of the curriculum – live and recorded. Music is also used as a ‘sound of reference’ or auditory cue throughout the school day – to encourage recognition, awareness, participation, anticipation. Key skills are taught through music : choice making; gross and fine motor skills; communication; anticipation; social interactions; turn taking; developing receptive and expressive communication; responding to instructions…..
  51. 51. COMENIUS PROJECT “Hear my Voice”
  52. 52. COMENIUS PROJECT “Hear my Voice” MUSIC POLICY Aims: · To offer all pupils a broad and balanced music curriculum appropriate to their age, ability, need · To offer pupils of differing abilities, and whose experiences are wide ranging, the opportunity to develop at their individual level and stage of development · To provide access to musical knowledge, skills and understanding through the teaching of music as a discrete subject or within a cross curricular approach. · To access the music curriculum in an inclusive context
  53. 53. COMENIUS PROJECT “Hear my Voice” MUSIC POLICY Approaches to teaching The contribution of music to the whole curriculum is recognized by developing in pupils the following essentially transferable skills and attributes: · Delight in a sense of individual and collective achievement · Communication skills – verbal and non-verbal · Aesthetic appreciation and discrimination · Listening skills and sensitivity to sounds · Imagination and inventiveness · Intellectual and artistic skills · The ability to analyse and solve problems · Social skills e.g cooperation, turn taking, self- esteem, perseverance · Study skills e.g lengthened attention span, memorizing... · Self-motivation, self-discipline, self-evaluation · Access to, awareness, appreciation of a wide range of cultural traditions.
  54. 54. COMENIUS PROJECT “Hear my Voice”
  55. 55. MOURNING AND GOODBYE CIRCLE COMENIUS PROJECT “Hear my Voice” We perform these activities every day with those who face severe and profound learning difficulties, and have motor impairment and the lack of communication and autonomy too in our school. In the Morning and Goodbye Circle children are encouraged to communicate in a variety of ways including vocalizing, facial expression, giving eye-contact, eye-pointing...
  56. 56. COMENIUS PROJECT “Hear my Voice” MOURNING AND GOODBYE CIRCLE With these activities we want our children to achieve the following aims: •To listen and respond, to focus visual/aural attention •To sustain attention and respond with relevant verbal/non-verbal "comments" •To initiate communication and interaction with others •To listen with enjoyment to stories, songs, rhymes and poems •To perform simple actions on request within a familiar context •To track a range of visually/aurally attractive
  57. 57. COMENIUS PROJECT “Hear my Voice”
  58. 58. COMENIUS PROJECT “Hear my Voice” MOURNING AND GOODBYE CIRCLE These activities includes the following structure and sub-activities: •Register-time: responding to "who's here today?" and having their name called. Listening to and showing an awareness of/interest in others. •"Hello Song": greeting teacher, staff and peers, also saying hello in home language. •Responding to "how are you today?". •News from home: looking at home-school books and sharing news. •Songs that focus on names.
  59. 59. COMENIUS PROJECT “Hear my Voice” MOURNING AND GOODBYE CIRCLE During the Goodbye circle we focus on the following activities: Reflecting on the activities of the day (daily) and how the children have been learning (reading the home school diaries). Children have the opportunity to communicate how they are feeling at the moment using their preferred means of communication. Favourite action songs and rhymes are performed as well as Goodby song.
  61. 61. CAUSE AND EFFECT TO COMMUNICATION To develop their ICT skills , our students need to develop their understanding of cause and effect activities. Developing cause and effect skills, means that we are helping a child to understand that they are able to extend the level of influence they have towards events in their immediate environment.For example that and action on their part can cause a response, either from other people or from objects around them. Switches give our students a cognitively less challenging way of interacting with ICT equipment, for example simply pressing the switch makes something happen. Because of this, switches are an ideal way to experience cause and effect. COMENIUS PROJECT “Hear my Voice”
  62. 62. COMENIUS PROJECT “Hear my Voice” CAUSE AND EFFECT TO COMMUNICATION It is important to focus on the level of attention a student has on the ‘effect’ itself. In other words on the consequence that his action has. The student can press the switch to initiate an action rather than concentrating on the switch itself. It is advisable not to talk about pressing the switch but to encourage the students to look at the effect they have created in other words at the effect triggered by pressing the switch. It’s important to give the learners lots of opportunities to practice using the switch throughout the day.
  63. 63. COMENIUS PROJECT “Hear my Voice” CAUSE AND EFFECT TO COMMUNICATION We can do different activities at different levels such as: 1.- Press and Let Go: time rewarded activities 2.- Press and Hold: toys, electrical appliances 3.- Press it Again: switch building, slideshow maker, toys with a toy controller device 4.- Turn On and Off: MP3 Player, toys, electrical appliances
  64. 64. COMENIUS PROJECT “Hear my Voice” 5.- Play with two switches: Start a Stop a device and Chose activities with these two switches. 6.- Switch Timing activities: Learning to wait until pressing the switch to trigger the reward. 7.- Two switches, two actions: each switch has a role to play in the activity, for example one switch to turn on a radio and the other one to turn it off. 8.- Formal scanning activities: a box moved through a series of choices where the learner has to press the switch when the desired object is highlighted. 9.- Independent Choosing
  65. 65. COMENIUS PROJECT “Hear my Voice” AUDITORY SCANNING Auditory scanning is a strategy designed to give students choices orally. It is often useful for students with severe visual and motor impairments that find it more difficult to directly access tangible symbols, pictures, or a voice output communication device. Auditory scanning is also a useful strategy for students that work with more complex systems, such as picture boards or voice output devices, for a variety of reasons; (e.g., forgot to bring it, breaks down, is not available...) . The basic idea of auditory scanning involves verbally providing the students with a list of messages; then repeating them, and waiting for the student to indicate a choice from among these messages.
  66. 66. COMENIUS PROJECT “Hear my Voice” AUDITORY SCANNING There are a variety of methods that the person can use to indicate a choice. It can be as simple as making a sound or a gesture. It can also be more refined like using a switch. Using this technique, the person can communicate by spelling and creating new messages. Different ways of presenting auditory scanning can include live voice or aided scanning. Using this technique items are listed, usually linearly, and the person signals when they have heard the item that they would like to select. The scanning stops and the communication partner must remember the last item listed because this is the choice that has been made.
  67. 67. COMENIUS PROJECT “Hear my Voice” AUDITORY SCANNING This should be and example of auditory scanning structure: Menu1: Activity, People, Places, Feelings Your student might choose “feelings”. You would then provide your student with the next appropriate sub-menu from which he/she can select: Menu2: Happy, Mad, Frustrated, Scared
  68. 68. COMENIUS PROJECT “Hear my Voice” DOG ASSISTED THERAPY  Is a tool designed to create a greater interaction between the person and the therapist.  Is a tool for the rehabilitation of multiple disorders and many other diseases, such as social isolation, impaired motor skills, memory and grief processes.  It can be used as a therapeutic complement on infantile disorders: autism, Down syndrome or cerebral palsy.  It can achieve objectives that cannot be achieved either for the family or the professionals.
  70. 70. COMENIUS PROJECT “Hear my Voice”
  71. 71. COMENIUS PROJECT “Hear my Voice” READING AND WRITING PROCESS IN STUDENTS WITH SEVERE MOBILITY IMPAIRMENT AND SPEECH PROBLEMS Difficulties related to the acquisition process of reading and writing •Lack of speaking skill or severe difficulties in articulation •Verbal restricted comprehension •Low phonology awareness •Lack of or serious limitations in the active experience of writing. •Reduced learning experiences related to reading and writing
  72. 72. OBJECTIVES To focus on reading relevant contents. To favour the process of symbolisation. Skills should be acquired by means of practice and ludic activities. READING AND WRITING PROCESS IN STUDENTS WITH SEVERE MOBILITY IMPAIRMENT AND SPEECH PROBLEMS COMENIUS PROJECT “Hear my Voice”
  74. 74. Logo-graphical period “DAVID” Alphabetic period “D A V I D” Orthographic period “D AVID” “D IJOUS”  It should be established by what the student con do and how he can do it. READING AND WRITING PROCESS IN STUDENTS WITH SEVERE MOBILITY IMPAIRMENT AND SPEECH PROBLEMS THE SEQUENCE COMENIUS PROJECT “Hear my Voice”
  76. 76. THE TIMING Maximum exposition to the reading and writing learning process. It is important to take the student’s physical needs into consideration. Capacity to focus on the activity. READING AND WRITING PROCESS IN STUDENTS WITH SEVERE MOBILITY IMPAIRMENT AND SPEECH PROBLEMS COMENIUS PROJECT “Hear my Voice”
  78. 78. STRATEGIES AND METHODOLOGY They depend on the student´s learning process. The student should get good results, through the methodologies used by the teacher. READING AND WRITING PROCESS IN STUDENTS WITH SEVERE MOBILITY IMPAIRMENT AND SPEECH PROBLEMS COMENIUS PROJECT “Hear my Voice”
  79. 79. EDUCATIVE EXPERIENCES Reading and Reading comprehension
  80. 80. •Access to technical supports and materials
  81. 81. •Low assisstive Technology
  82. 82. • Computer access.