AAC - July 2008


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The is the presentation that accompanied the lecture on AAC.

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  • Remember to bring: sample techtalk overlays, supported reading book, Fat Cat exercise, Intellitools single hand typist overlay Two goals for presentation: (a) classrooms may have non-verbal child; (b) AAC can support literacy skills for verbal children as well. Explain two parts to presentation: (a) initial definitions of augmentative communication [quick - no questions] (b) use of augmentatives communication for literacy.
  • AAC - July 2008

    1. 1. Augmentative Communication and Assistive Technology in the Inclusion Classroom
    2. 2. Who Needs Augmentative Communication? <ul><li>Children with Cerebral Palsy </li></ul><ul><li>Children with Autism </li></ul><ul><li>Children with Apraxia </li></ul><ul><li>Children who are learning English </li></ul><ul><li>Children with language delays </li></ul>
    3. 3. The Goals of Augmentative Communication <ul><li>Increase the quantity of communication </li></ul><ul><li>Increase the quality of communication </li></ul>
    4. 4. Circles of Communication 5. Other people in the environment 4. Paid associates 3. Acquaintances 2. Close Friends 1. Immediate Family
    5. 5. What is Augmentative Communication? <ul><li>Assistive technology </li></ul><ul><li>Supports verbal communications </li></ul><ul><li>Receptive language </li></ul><ul><li>Expressive language </li></ul>
    6. 6. What is Assistive Technology ? <ul><li>Devices and aids which can help a person with a disability. </li></ul>
    7. 7. Communication Skills <ul><li>Linguistic </li></ul><ul><li>Social </li></ul><ul><li>Operational </li></ul><ul><li>Strategic </li></ul>
    8. 8. Teaching Augmentative Communication <ul><li>Aided Language Stimulation </li></ul><ul><li>PECS </li></ul><ul><li>Supported Reading </li></ul><ul><li>Social Scripts </li></ul><ul><li>Communication Circles </li></ul>
    9. 9. Using the Techniques to Help All Children <ul><li>Universal language </li></ul><ul><li>Strategies for linguistic competence </li></ul><ul><li>Strategies for social competence </li></ul><ul><li>Strategies for emerging literacy </li></ul><ul><ul><li>Phonic awarenes </li></ul></ul><ul><ul><li>Print awareness </li></ul></ul><ul><li>Strategies for reading and writing </li></ul>
    10. 10. Strategies for linguistic competence <ul><li>Categorization </li></ul><ul><li>Describing games </li></ul><ul><li>Symbol sequencing </li></ul><ul><li>Barrier games </li></ul><ul><li>Initial letter games </li></ul><ul><li>Practice questions </li></ul><ul><li>Assisted Scanning and closed-ended questions </li></ul>
    11. 11. Strategies for Social Competence <ul><li>Social scripts </li></ul><ul><li>Vocabulary for social closeness </li></ul><ul><li>Topic setter notebooks </li></ul>
    12. 12. Social Strategies for Students with Autism <ul><li>Facial Expression Game </li></ul><ul><li>Software List - Samples </li></ul><ul><li> Social Skills </li></ul>
    13. 13. Strategies for Emerging Literacy <ul><li>Symbols for pre-readers </li></ul><ul><li>Symbols as support for text </li></ul><ul><li>Adapted books increase participation </li></ul>
    14. 14. Strategies for Reading <ul><li>Technology for support of phonics </li></ul><ul><ul><li>Rhyming activities </li></ul></ul><ul><ul><li>Making Words </li></ul></ul><ul><li>Increasing reading independence </li></ul><ul><li>Related reading activities </li></ul><ul><ul><li>Book talk </li></ul></ul><ul><ul><li>Guess the covered word/cloze activities </li></ul></ul>
    15. 15. • Perfect for children who rely on gross motor control rather than their fine motor control. Using Page Turners with Books
    16. 16. Reading Books on the Computer • Students have access to the entire classroom library electronically. • Book shelves can be accessed using one or two switch scanning or with a mouse so all students can read independently.
    17. 17. Reading Books on the Computer
    18. 18. Magnetic Letters <ul><li>Students match letters to copy or create words </li></ul><ul><li>Magnetic letters are backed with foam and easy to grasp as well as light weight. </li></ul><ul><li>Copying familiar names, sight words and high frequency words help children to feel successful. </li></ul>
    19. 19. Strategies for Writing <ul><li>Adapted keyboards </li></ul><ul><li>Providing writing structures </li></ul><ul><li>Writing with symbols/pictures </li></ul>
    20. 20. 1. Communication Boards Boards in different areas of the classroom with Picture Communication Symbols from Mayer-Johnson.
    21. 21. 2. Eye Gaze <ul><li>Eye gaze to communicate; from one word responses to full sentences and ideas. </li></ul>
    22. 22. 3. “Low Tech” Story Boards and PECS
    23. 23. 4. Big Mac Switch <ul><li>Big Mac switch used for communicating short or repetitive messages. </li></ul>
    24. 24. 5. Step-By-Step Step by Step device used to record up to 7 sequential messages on 3 separate channels.
    25. 25. 6. TechSpeak With enough room for 8 - 32 messages
    26. 26. 7. Very High Tech: Communication Devices
    27. 27. Using the Mini-Mercury…
    28. 28. Mini Mercury Examples
    29. 29. 8. The Newest in “High Tech” <ul><li>Similar to Palm Pilot </li></ul><ul><li>Dynamic: screens change </li></ul><ul><li>Easy to program: can be synched with a computer </li></ul>
    30. 30. Switches to Scan and Access Information Single Switch Joy stick Headlight String Switch:Easily accessed by a light pull of the string Magnetic Recordable Button
    31. 31. Spinner  It is easy to attach a switch to this spinner, making it  possible to activate with a light touch.   The spinner makes it possible for students who have difficulty flipping a card over or manipulating a deck of cards to play games with greater ease.
    32. 32. Classrooms frequently work with Adaptive Design Association to create adaptive furniture for the classroom. Adaptive Furniture The height of the desk is perfect for students in wheelchairs or wooden chairs. Extra storage is perfect for switches and other adaptive equipment.
    33. 33. Links to Home Teachers can send home recordable devices with a slot for a picture. Easy to record and send home to relay events that happened in school. A small camera is attached to a bear that can be sent home to take pictures and then sent back to school to share with friends and teachers.