1. 26th ANNUAL CONFERENCE
October 16-18, 2008 • Minneapolis, Minnesota
Developing Communication
in Young Adults Via
Multimedia Technology
&
Assistive Technology
Jonathan C. W. Jones
Special Ed Instructor * Northeast Metro 916
2. Outline
• What is Media Club?
• Who participates?
• What are we doing?
• How are we doing it?
• Why are we doing it?
• What will we do next?
• What resources will you get today?
Remember: learning can be fun.
3. What is Media Club?
Media club is a 50-minute club that exposes young
adults with a variety of abilities to multimedia technology
and assistive technology. Students are engaged in
creating meaningful communication expressions for
self and community.
Purpose for communicative interactions: express needs & wants, develop social
closeness, exchange information, & fulfill social etiquette routines.
(Light, 1997)
Remember: the lack of communication can decrease the quality of ones life.
4. Who participates?
Students have varying disabilities:
Developmental Cognitive Disabilities
Physical Impairments
Speech/Language Impairments
Vision Impairments
Autism
Emotional Behavioral Disorders
Remember: their disabilities do not define them as a whole person.
5. What are we doing?
✦ Transition video
✦ Low-tech
communication tools
✦ Work site books
✦ Special Olympics
✦ Student of the month
✦ Program Activities
✦ Peer & staff training
✦ Quick sheets
✦ Teach a peer-day
✦ Teach a teacher-day
✦ Program yearbook
Remember: make things of value for students & their communities.
6. What are we doing?
Transition video
Remember: make things of value for students & their communities.
7. What are we doing?
Training
Assessment of
Standard Toolbar
- Independent review of
skills utilized daily
Remember: make things of value for students & their communities.
9. How are we doing it?
Step-by-Step Instruction
Model - Instructor models task 2-3 times
Prompt - Student does task with prompts
Check - Student does task without prompts
Draft Process Thinking
* What things did I do well?
* What things can I do better?
Remember: Process is more important then product.
10. How are we doing it?
Equipment:
Multimedia & Assistive Technology
Fisher Camera Head Mouse Recordable switch Go Talk
Olympus Camera Large Key Keyboard MS PowerPoint Roller Trackball
Remember: Process is more important then product.
11. How are we doing it?
Process used: draft video
Remember: Process is more important then product.
12. How are we doing it?
Process used: revised video
Remember: Process is more important then product.
13. How are we doing it?
Equipment used
Remember: Process is more important than product.
14. Why are we doing it?
Develop & or enhance:
★ Technology skills
★ Self-monitoring behavior
★ Meaningful hands-on experiences
★ Social closeness with others
★ Express, & exchange information for self
★ Contribute to community
★ Increase task independence
★ Encourage initiation of communication
★ To be viewed as competent skilled people
Case Study: Matt
Remember: students can achieve through systematic instruction
15. What will we do next?
★ Program yearbook
★ Personal communication books
★ Student electronic portfolios (eFolios)
★ Program newsletter
★ Pursue outside grants (Tool Factory - Digital Wish List)
★ Develop summer technology camp for ESY
★ Adapt theme based lessons (Ablenet - Star Reporter)
★ Have more fun
Remember: Passionate teachers = Passionate learners
16. Who do we want to thank?
★ Students & staff of WELS South Transition Program
★ Northeast Metro 916 Foundation
★ WELS South students & staff
★ WELS South Assistive Technology Library
Remember:
Today's students are of the digital world, surrounded by all types of media and technology. They have no fear of it; in fact, it's just a normal part
of their lives...They view technology as a tool to socialize, express themselves, become informed and be entertained. As educators and
professionals, it is in our best interest to use tools, such as iLife, to create learning opportunities that are stimulating in the digital world.
- Mark Coppin - Bringing the Curriculum to iLife - AT In Depth - Jan. 08
17. What about the Resources?
Check-out Display Table
Pick-up CD
★Templates of technology projects
★ AAC Resources
See
★ DVD created by students
★ Equipment used in club
★ Samples of student work
18. AAC Resources
Beukelman, David R., & Mirenda, Pat. 2005. Augmentative& Alternative Communication: Supporting Children & Adults with
Complex Communication Needs. Paul H. Brookes Publishing Co.
Glennen, Sharon, L. and DeCoste, Denise C. 1997. Handbook of Augmentative and Alternative Communication. Thomson
Delmar Learning.
Light, Janice, C. and Binger, Cathy. 1998. Building Communicative Competence with Individuals Who Use Augmentative and
Alternative Communication. Paul H. Brookes Publishing Co.
Light, Janice C., Beukelman, David R., and Reichle, Joe (Editors). 2003. Communicative Competence for Individuals who use
AAC: From Research to Effective Practice. Paul H. Brookes Publishing Co.
Reichle, Joe, Beukelman, David R., Light, Janice C. (Editors). 2002. Exemplary Practices for Beginning Communicators:
Implications for AAC. Paul H. Brookes Publishing Co.
AAC-RERC
http://www.aacrerc.com/index.php?option=com_content&task=view&id=53&Itemid=74
The AAC-RERC conducts a comprehensive program of research, development, training, and dissemination activities that
address the NIDRR priorities and seek to improve technologies for individuals who rely on augmentative and alternative
communication (AAC) technologies.
Northeast Metro 916 – Assistive Technology Library
http://www.nemetro.k12.mn.us/special/atl.html
The ATL offers educators, member districts and family members the technological resources needed to maximize learning and
develop the interactions of learners with disabilities.
Tool Factory
http://www.toolfactory.com/about.htm
Tool Factory publishes and distributes an extensive range of curriculum titles throughout North America.
