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Classroom AAC Implementation AAC Bootcamp ESMA August 2014
Classroom AAC Implementation AAC Bootcamp ESMA August 2014
Classroom AAC Implementation AAC Bootcamp ESMA August 2014
Classroom AAC Implementation AAC Bootcamp ESMA August 2014
Classroom AAC Implementation AAC Bootcamp ESMA August 2014
Classroom AAC Implementation AAC Bootcamp ESMA August 2014
Classroom AAC Implementation AAC Bootcamp ESMA August 2014
Classroom AAC Implementation AAC Bootcamp ESMA August 2014
Classroom AAC Implementation AAC Bootcamp ESMA August 2014
Classroom AAC Implementation AAC Bootcamp ESMA August 2014
Classroom AAC Implementation AAC Bootcamp ESMA August 2014
Classroom AAC Implementation AAC Bootcamp ESMA August 2014
Classroom AAC Implementation AAC Bootcamp ESMA August 2014
Classroom AAC Implementation AAC Bootcamp ESMA August 2014
Classroom AAC Implementation AAC Bootcamp ESMA August 2014
Classroom AAC Implementation AAC Bootcamp ESMA August 2014
Classroom AAC Implementation AAC Bootcamp ESMA August 2014
Classroom AAC Implementation AAC Bootcamp ESMA August 2014
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Classroom AAC Implementation AAC Bootcamp ESMA August 2014

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How to think about AAC implementation in the classroom.

How to think about AAC implementation in the classroom.

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  • 1. CLASSROOM AAC IMPLEMENTATION KATE AHERN, M.S.ED. AAC BOOTCAMP AUGUST 2014
  • 2. CLASSROOM NATURAL AIDED LANGUAGE COMMUNICATION BOARDS/SYSTEMS 1.Using posters (make at an office store) or decals (CafePress will make them) or just enlarged photocopies you can have a classroom sized communication board for modeling 2.Using a projector or smartboard you can display a communication app or software for use for modeling
  • 3. CLASSROOM DISPLAYS WHICH ONE? BOTH? HOW DO YOU CHOOSE? Array of Velcro Symbols Core Language Display
  • 4. VISUAL SUPPORTS FOR AAC • Visual Supports • Cheat Sheet • Road maps that show how to get to words on the device • “Smart Sticks” • Category symbols glued to sticks to be shown to cue where to find certain words • Reminder Bracelets • Category/word combinations to find vocabulary mounted to a bracelet • No Naked Switches! • Be Creative with Visual Supports!
  • 5. COLOR CODING AS VISUAL SUPPORT • Three commonly used color codes in USA • Fitzgerald Key • Avaz App • TouchChat (not Word Power) • Modified Fitzgerald Key • Tobii LiterAACy • Tobii Sonoflex • PRC Unity • Speak for Yourself App • Dynavox Gateway • Gus Tablet • Goosen, Crain and Elder System • Proloquo2Go
  • 6. COLOR CODING AS VISUAL SUPPORT • Use to give visual or verbal cues/hints (You need a green action word to make that a sentence. Can you add a blue description word to make your sentence more meaningful?) • You can use the color codes as you talk through your Aided Language Stimulation, “Ok, I need an action word, green, get.” • You can play adapted versions of Silly Sentences and Mad Libs using the color codes as supports • You can do sorting activities to teach parts of speech and review color codes
  • 7. VISUAL SUPPORTS FOR ADULTS • Posters and flyers as reminders or inspiration • Avoid “wall paper” where people see that something is hanging up but don’t look at it by using bright colors, changing displays and putting up new materials • Provide instructions or staff goals • Remind staff of priorities
  • 8. DESCRIPTIVE CLASSROOM LABELS • Label the room with pictures symbols AND related core words • Use the descriptive language to add information as you move about the room, pointing as you go • Encourage peers, visitors and others to use the descriptive labels • Color code descriptive labels by part of speech – especially if AAC users’ systems are color coded • Think about things like if students and adults can reach to model with the labels • Play games, such as scavenger hunt, where students try to find the words on labels on their device/system or they try to find the word in the room (modification of “read the room”)
  • 9. WORD OF THE WEEK AND BEYOND • Choose 1 to 5 core words per week to focus on • Make it fun! Scream when you hear or use the word. Give point to those who use it most! • Pair the words with the symbols and location of symbols in the device • Practice spelling the word • Make personal glossarys • Move completed WOWs to a word wall • Use video modeling to teach use of the words with devices and meanings of complex words like adjectives and verbs • But remember – if you ONLY teach one to five words a week it will take between five and a half to 27 school years to teach the top 1000 words – so keep modeling!
  • 10. PEERS (AND SIBLINGS)
  • 11. PEER POWER • Teach peers about augmentative communication • Engage empathy about how difficult it must be to learn a language NO ONE ELSE is using • Have an extra communication system for peers to use or a classroom display, or (with the AAC user’s permission) allow them to share their display • Have peers help pick “cool” words/phrases to program on devices • Be sure AAC users have vocabulary about special interests and popular culture – you can’t bond over Glee, One Direction or Dr. Who if you can’t talk about those things! • Have peers help choose jokes and comments for devices • Have peers record voices on devices • Keep age appropriate books about AAC users in classroom library • Remind peers that invitations to birthday parties and special events are important for ALL their friends • With parent permission share the child’s phone number with peers who have a special bond • Most AAC devices have cameras – older peers can help organize, save and arrange photos taken by the user
  • 12. INCLUSION ENVIRONMENTS
  • 13. PUTTING COMMUNICATION FIRST • GenEd Teachers expect the communication system to be in use • Peers are trained – best advocates and communication coaches EVER! • Communication goals are embedded into lesson design • Curriculum is adapted ahead of time • Paraprofessionals know when to support and when to give space – because we train them • Paraprofessionals are NOT responsible for being the liaison between SpEd and GenEd
  • 14. IDEAS FOR INCLUSION IMPLEMENTATION • Assign the AAC user homework to prepare one or more “important answers” on their devices, if needed make it into a button or record on a switch for easy play back • This can be done on the go as well – i.e. before reading the story quietly tell the AAC user what their question will be after • Use descriptive teaching method • Help inclusion teachers use descriptive teaching method • Prepare consistent assignments that encourage AAC exploration and use for the AAC user
  • 15. CREATIVE SOLUTIONS • Field trips, gym class, swimming/adaptive aquatics and other locations may call for creative solutions • Use low tech if you can – laminate or use waterproof/tear proof paper • Other ideas • Print manual communication boards on tee shirts or bags (iron on or order online) • Make bracelets, key chains or other accessories for core words and/or visual supports • Temporary tattoos are great for swimming, water parks and walks in the rain
  • 16. BACK TO SCHOOL AAC ACTION PLAN • What changes will you make to the physical environment? • What changes will you make to materials? • How will you train: • Paraprofessionals • Peers • General educators • Administrators • Nurses • Others • What do you need to ask your administrator to support? • How will you engage a community to support you as you try new things? (Join online groups? Buddy up with another therapist or teacher? Enlist a parent to make materials?) • What are your top three goals, as of right now, for implementing AAC this year?

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