This presentation is applicable for any AAC device or system. It not specific to Alexicom AAC. The focus is on educating parents, SLPs, and teachers AAC basics, roles, and strategies on how to more effectively teach children how to develop their own voices and become independent communicators.
Handout for a workshop presented for SPOT on DD in August 2011. Video files have been removed for privacy reasons.
Further resources and links
AAC Myths and Legends
Romski, M.A. & Sevcik, R.A. (2005). Augmentative communication and early intervention: Myths and realities. Infants & Young Children, 18:3, 174-185
YAACK http://aac.unl.edu/yaack/
DynaVox Implementation Toolkit http://www.dynavoxtech.com/implementation-toolkit/learning-paths/list/?id=7
Communicative Competence
Light, J. Toward a Definition of Communicative Competence for Individuals using Augmentative and Alternative Communication Systems,(1989). Augmentative and Alternative Communication,5, 137-144
Aided Language Displays
ComTEC Information Sheet on Aided Language Displays
Communication Displays for Engineered Adolescent Environments from Pamela Elder and Carol Goossens’
Boardmaker Share
CHAT-Now
CHAT-Now (manual and CD)
Pragmatics
Dewart and Summers Pragmatics Profile
PODD
Pragmatically Organised Dynamic Displays (PODD)
PODD Communication Books: Direct Access Templates
Videos of Callaghan using PODD (from YouTube)
Core Vocabulary
Core Vocabulary list from University of Lincoln Nebraska
WordPower video (from YouTube)
Pixon
Core Vocabulary board to supplement ALDs from Disability Services Commission, WA
The Language Stealers video (from YouTube)
Communication Technology
Range of speech generating devices from Spectronics
DynaVox Devices
DynaVox Vmax with EyeMax
iPad/iPod touch Apps for AAC list
AAC Apps – Speaking Appropriately
AAC RERC White Paper: Mobile Devices and Communication Apps
Small Talk
SmallTalk for Children and Adults
Sequenced Social Scripts
One Voice video (from YouTube)http://www.youtube.com/watch?v=w5ZlUnU8Oeo
A training of research based and clinically proven partner techniques to teach functional augmentative and alternative communication to non-verbal or low-verbal individuals.
This presentation is applicable for any AAC device or system. It not specific to Alexicom AAC. The focus is on educating parents, SLPs, and teachers AAC basics, roles, and strategies on how to more effectively teach children how to develop their own voices and become independent communicators.
Handout for a workshop presented for SPOT on DD in August 2011. Video files have been removed for privacy reasons.
Further resources and links
AAC Myths and Legends
Romski, M.A. & Sevcik, R.A. (2005). Augmentative communication and early intervention: Myths and realities. Infants & Young Children, 18:3, 174-185
YAACK http://aac.unl.edu/yaack/
DynaVox Implementation Toolkit http://www.dynavoxtech.com/implementation-toolkit/learning-paths/list/?id=7
Communicative Competence
Light, J. Toward a Definition of Communicative Competence for Individuals using Augmentative and Alternative Communication Systems,(1989). Augmentative and Alternative Communication,5, 137-144
Aided Language Displays
ComTEC Information Sheet on Aided Language Displays
Communication Displays for Engineered Adolescent Environments from Pamela Elder and Carol Goossens’
Boardmaker Share
CHAT-Now
CHAT-Now (manual and CD)
Pragmatics
Dewart and Summers Pragmatics Profile
PODD
Pragmatically Organised Dynamic Displays (PODD)
PODD Communication Books: Direct Access Templates
Videos of Callaghan using PODD (from YouTube)
Core Vocabulary
Core Vocabulary list from University of Lincoln Nebraska
WordPower video (from YouTube)
Pixon
Core Vocabulary board to supplement ALDs from Disability Services Commission, WA
The Language Stealers video (from YouTube)
Communication Technology
Range of speech generating devices from Spectronics
DynaVox Devices
DynaVox Vmax with EyeMax
iPad/iPod touch Apps for AAC list
AAC Apps – Speaking Appropriately
AAC RERC White Paper: Mobile Devices and Communication Apps
Small Talk
SmallTalk for Children and Adults
Sequenced Social Scripts
One Voice video (from YouTube)http://www.youtube.com/watch?v=w5ZlUnU8Oeo
A training of research based and clinically proven partner techniques to teach functional augmentative and alternative communication to non-verbal or low-verbal individuals.
Augmentative alternative communication is basically used by those who are not able to use speech and language as a primary mode of communication. AAC divided in two parts unaided and aided. Again aided divided in high tech AAC and Low tech AAC.
AUGMENTATIVE AND ALTERNATIVE COMMUNICATION FOR PEOPLE WITH INTELLECTUAL DISAB...Shazia Tahira
People with intellectual disability have the right to communicate in the most appropriate means necessary in order to have some control of their life. About half of these individuals do not develop enough speech and language to meet their daily needs. Therefore augmentative and alternative communication strategies are needed to enhance learning, increase social interaction, and provide functional communication skills.
Introduction toAAC for AAC Bootcamp ESMA 2014Kate Ahern
This slideshow introduces Augmentative Communication to teachers, therapists and school employees who were part of Easter Seals Massachusetts AAC Bootcamp for Professionals in August 2014
The information in these slides was shared by Kamna Seth and Gauri Shirali-Deo of The Source for Learning, Inc's Early Childhood team, during VAECE's 2017 Annual Conference in Hampton Roads, VA on April 1, 2017.
PRESENTATION OVERVIEW
This session focused on the definition and scope of early intervention; reflected on the urgency and importance of early diagnoses of developmental delays; and provided techniques to meaningfully use information gathered through observational data and to connect child progress to educational decisions.
ABOUT EARLY CHILDHOOD AT THE SOURCE FOR LEARNING
SFL’s Early Childhood Education Division includes PreschoolFirst--a research-based, online child assessment system that has proven effective in early childhood classrooms -- as well as a wide range of professional development and management services for the early childhood community. The Division’s PD webinar series features cutting-edge and trending topics presented in a one-hour format by SFL’s early childhood education team, with guest appearances by ECE industry experts.
Augmentative alternative Communication used by those who are not able use speech and language as a mode of communication.How AAC started ,what is the name of first AAc,How it develops till now........
Implementation of Proloquo2Go for Students with AAC NeedsEric Sailers
This presentation shows how to implement evidence-based practices with Proloquo2Go, an iOS app for augmentative and alternative communication. Strategies highlighted include core words, aided language stimulation, and descriptive teaching.
Augmentative alternative communication is basically used by those who are not able to use speech and language as a primary mode of communication. AAC divided in two parts unaided and aided. Again aided divided in high tech AAC and Low tech AAC.
AUGMENTATIVE AND ALTERNATIVE COMMUNICATION FOR PEOPLE WITH INTELLECTUAL DISAB...Shazia Tahira
People with intellectual disability have the right to communicate in the most appropriate means necessary in order to have some control of their life. About half of these individuals do not develop enough speech and language to meet their daily needs. Therefore augmentative and alternative communication strategies are needed to enhance learning, increase social interaction, and provide functional communication skills.
Introduction toAAC for AAC Bootcamp ESMA 2014Kate Ahern
This slideshow introduces Augmentative Communication to teachers, therapists and school employees who were part of Easter Seals Massachusetts AAC Bootcamp for Professionals in August 2014
The information in these slides was shared by Kamna Seth and Gauri Shirali-Deo of The Source for Learning, Inc's Early Childhood team, during VAECE's 2017 Annual Conference in Hampton Roads, VA on April 1, 2017.
PRESENTATION OVERVIEW
This session focused on the definition and scope of early intervention; reflected on the urgency and importance of early diagnoses of developmental delays; and provided techniques to meaningfully use information gathered through observational data and to connect child progress to educational decisions.
ABOUT EARLY CHILDHOOD AT THE SOURCE FOR LEARNING
SFL’s Early Childhood Education Division includes PreschoolFirst--a research-based, online child assessment system that has proven effective in early childhood classrooms -- as well as a wide range of professional development and management services for the early childhood community. The Division’s PD webinar series features cutting-edge and trending topics presented in a one-hour format by SFL’s early childhood education team, with guest appearances by ECE industry experts.
Augmentative alternative Communication used by those who are not able use speech and language as a mode of communication.How AAC started ,what is the name of first AAc,How it develops till now........
Implementation of Proloquo2Go for Students with AAC NeedsEric Sailers
This presentation shows how to implement evidence-based practices with Proloquo2Go, an iOS app for augmentative and alternative communication. Strategies highlighted include core words, aided language stimulation, and descriptive teaching.
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Model Attribute Check Company Auto PropertyCeline George
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
AAC in the Preschool Classroom
1. A Recipe for AAC
in the Classroom
“Begin with the End in Mind” Stephen Covey
2. Who are we?
Rebecca Conrow MA CCC-SLP
*Early Intervention Speech- Language
Pathologist
*Over 10 yrs. of experience in
medical and educational settings
helping people of all ages with
complex communication needs find
their voices.
*Areas of special interest include:
AAC, feeding/nutrition, ASD
Victoria Simon Berg MA CCC-SLP
*Early Intervention Speech-Language
Pathologist
*For more than 30 years Victoria has
worked with families and young children
in home, school and clinic environments
to address significant communication
delays and disorders.
*Areas of special interest include: ASD,
childhood motor speech disorders,
Hanen parent trainings, AAC
3. Take Away:
● Knowledge of AAC assessment and
tool selection process
● Familiarity with a range of AAC options
● Ability to state at least 3 examples of students
initiating communication using AAC
● Understanding the difference between visual
aids/supports and AAC
● Recognition that there is no prerequisite for AAC
5. Words to Know
*AAC
*Low vs. High Tech
*VOCA; SGD
*Dynamic vs Static Display
*Switch (access and/ communication)
*SETT process
6. Words to Know ...
*Feature Match
*Universal Design for Learning (UDL)
* Symbolic representation
* Aided Language Stimulations
* Core vs Fringe vocabulary
*Object, TOBI, Photo, Picture, Sign,
Word
7. What are we going to bake? What
are the ingredients we need, the
materials and the steps to bake it?
How do we know what we want the
students to be able to do?
-GOALS
-CLASSROOM CURRICULUM
-STATE STANDARDS
-DEVELOPMENTAL NORMS
-TYPICAL PEER ACTIVITIES
10. Engineering Environments
Dig in the back of your pantry...Search your classroom lots
of work has been done in this area at SBCEO
Carol Goossen’s, Sharon Sapp Crain
and Pamela S. Elder coined this term
in the early 1990’s.
It means embedding
augmentative communication
into the classroom in a way
that ensures that students
have access to opportunities
for communication.
11. What does UDL mean for preschool
Universal design for learning is not a single approach
that will accommodate everyone; rather, it refers to
providing multiple approaches to
learning in order to meet the needs of diverse
learners. Information is provided to children in a variety
of ways so the learning needs of all of the children are
To that end, the California preschool learning foundations incorporate a concept
known as universal design for learning.Developed by the
Center for Applied Special Technology (CAST), universal design
The California
preschool learning
foundations are guides
to support preschool programs in
their efforts to foster the learning
and development of all young
children in California, including
children who have disabilities.
for learning is based on the understanding that
children learn in different ways (CAST 2007).
met. Children are allowed to use
alternative methods to show
what they know or what they
are feeling. Children also are given
choices for activities so that
learning is based on children’s
interests.
In some cases, children with disabilities will need
to use alternate methods for
showing their development.
It is important that preschool programs provide
opportunities to follow different pathways to
learning in the preschool foundations in order to
make them helpful for all of California’s children.
The examples given in the preschool learning
foundations have been worded in such a way as
to incorporate multiple means of receiving and
expressing. This has been accomplished by the
inclusion of a variety of examples for each
Teachers should read each foundation and the
foundation and the use of words that
are inclusive rather than
exclusive, as follows:
accompanying examples, then consider
the means by which a child
with a disability might best
acquire information and
demonstrate competence in
these areas. A child’s special education teacher,
parents, or related service provider may be
contacted for consultation and suggestions.
The terms “identifies” and “indicates or points to” are often used to represent
multiple means of indicating objects, people, or
events in the environment. Examples include, among other means of
indicating, the use of gestures, eye-pointing, nodding, or responding “yes” or
“no” when another points to or touches an object.
http://www.cde.ca.gov/sp/cd/re/psfoundationsvol1intro.asp
The terms “communicates” and “responds” are
often used rather than the term “says.”
“Communicates” and
“responds” are inclusive of
any language and any form
of communication, including
speaking, sign language, finger spelling, pictures,
electronic communication devices, eye-pointing,
gesturing, and so forth.
12. Too many cooks...Never!
The team approach AAC … you can’t go it alone
We all have unique roles
and responsibilities
“AAC is a multidisciplinary
field that requires skills that
transcend the typical discipline specific training
received by speech-language pathologists,
physical therapists, occupational therapists, educators, and other
professionals who may serve on the AAC team.” ASHA, 2002.
14. Ready SETT Go...
The SETT
Joy Zabala
What we know
What we need to know
15. Student (the ingredients he brings)
★ Home environment
★ Demographics (age gender siblings etc)
★ Medical needs
★ Physical abilities
★ Current mode of communication
★ Likes and dislikes
★ Communication Matrix
16. Communication Bill of Rights
1992 (National Joint Committee for the Communication Needs of Persons with
Severe Disabilities)(ASHA)
To be given
real choices
To say no and
reject choices
To ask for what I want
To share my feelings
To be heard and
responded to even if the
answer is no
To have and use my
speech system all the
time
To be taught how to
communicate
To be communicated
with in a sensitive
manner
To be spoken to not
about
To be treated with
respect and dignity
To be a full and equal
member of my community
To ask and know about
my schedule and world
To ask for and get
attention and
interaction
17. “Assume that a child has
intellectual ability, provide
opportunities to be exposed to
learning, assume the child wants
to learn and assert him or herself
in the word”-Dr. Douglas Biklen
Professor: winner of the UNESCO/Emir Jaber al-Ahmad al-Jaber al-Sabah Prize to
promote Quality Education for Persons with Intellectual Disabilities.
18. …..Its more than just a nice idea
The question is no longer
who can be included or
who can learn, but
how can we achieve inclusive education.
We begin by presuming competence.
Douglas Biklen Dean of the School of Education
Syracuse University
To not presume competence is to assume
that some individuals
cannot learn,
develop,
or participate in the world.
Presuming competence is nothing
less than a Hippocratic oath (do no
harm) for educators.
It is a framework that says, approach each child
as
wanting to be fully included,
wanting acceptance and appreciation,
wanting to learn,
wanting to be heard,
wanting to contribute.
By presuming competence,
educators place the burden on
themselves
to come up with ever more
creative, innovative ways for
individuals to learn.
19. Environment
another key ingredient
● Primary interaction partners
● Positioning and location of the student
● Equipment/materials/technology supports
available in each classroom environment
● What are current modifications?
● What does student need to see and hear?
● How are instruction and direction delivered
and transitions accomplished?
20. Task
(Baking a cake)
-Gathering ingredients (content), accessing tools/ utensils
-What does the student need to communicate to access
his/her curriculum to participate in the classroom routines
and meet his goals?
- Both receptive and expressive tasks
21. Tools
*Feature match
*App Chart
STEP 1: Based on S-E-T data, enter descriptors or functions needed by the student
across the shaded top row - 1 descriptor per column
STEP 2: Enter promising tools in the shaded left column - 1 tool per row
STEP 3: For each tool, note matches with descriptors and functions to help guide
discussion of devices and services
USE ADDITIONAL SHEETS IF NECESSARY
Descriptors
Tools
22. High vs Low tech
1
-SGD/VOCA
-TOBI and objects
making supports both expressive
and receptive
-visual supports vs. expressive
communication
-Static vs Dynamic
2
3
23. Taste Test
-Trial 3 AAC approaches and
document the results
-Assessment is ongoing as the
student needs communication
expectations change and grow
24. Accessing Tools
-In House resources : SLPs and OT; AT
Committee; AT inventory; low
incidence funds
-Community resources: AT network,
Loaner devices from companies,
grants, service clubs, crowd funding.
25. IEP process and AAC
Assessment: work with your team to
determine formal/ informal and need for
assessment plan
Present levels: communication section
Special factors: when to check yes
considerations checklist
AT Consideration Checklist
Low incidence: Does your student have
access to low incidence equipment
26. Goals
-Write for the TASK not the device
ex. Johnny will use a his super talker with 80% accuracy in
4 out of 5 trials
VS.
When enticed with visual proximity of preferred objects,
foods and activities, Johnny will independently make
requests using his SGD, 4 of 5 trials in at least 5 classroom
contexts as measured by SLP data and observation.
27. There many ways to make dessert
Multi-modality outputs = “Dual Language
Paradigm”
Consider options in different environments for
functional communication:
● PECS AND single message switch
● Words AND Picture Choices AND Go Talk
● High Tech device AND PECS
29. How to teach a new
language….
Specific protocols
ex. PECS or PODD
Specific Methodologies
ex. Aided Language Stimulation
Language Acquisition through Motor Planning
30. Aided Language
Stimulation
“It is critical for an individual to not only
have symbols, but also to have experience
with those symbols in a symbols rich/print
rich environment.
The typically developing child will have been exposed to oral
language for approximately 4,380 waking hours by the time he
begins speaking at about 18 months of age.
If someone is using a different symbol set and only has exposure to it with the
speech pathologist two times a week, 20-30 minutes each, it will take the
alternate symbol user 84 years to have the same experience with his symbols
that the physically developing child has with the spoken word in 18 months!!!
Jane Korsten author Every Move Counts
31. How do you choose….
Icons:
Objects Photos Symbols
Words
Organization:
Categories Core
Vocabulary:
Core words, Fringe words
32. Power of core language
Characteristic
Core Vocabulary Fringe Vocabulary
Number of words Small number of words Very large number of words
Frequency of use High frequency Low frequency
Applicability across
environments
Applicable to all environments Applicable to limited environments
Applicability across topics Applicable to all topics Applicable to limited topics
Types of words Includes a variety of parts of speech Includes mostly proper names and other nouns
Usefulness in a single message Approximately 80% of the words in a
sample of 100 total words will be core,
but many of the core words will be
used repeatedly, so the number of
different words is small.
Approximately 20% of the words in a sample of 100 total
words will be fringe. The number of different words will be
large, as fringe words are repeated with much lower
frequency than core words.
33. Pantry Staples
Banjee M. Dicarlo, C. % Stricklin S. B. (2003). Core
Vocabulary determinations for toddlers.
The core words on this list
comprise 96.3% of the total
words used by toddlers in the
study
34. Barriers to Implementation
In AAC, The Participation Model (Beukelman & Mirenda,
1988) delineates two main barriers to successful
implementation. There are opportunity and access barriers.
Opportunity barriers to participation are those imposed by
people in the environment of the AAC user, while access
barriers are present based on issues related to the individual
who uses AAC.
35. There is always room for dessert
How to keep a new system going
-everyone in the classroom plays a role
-audit the day and assign roles
-home -school collaboration and communication
-prep activities with vocab lists
and be sure to have appropriate materials avail.
examples
39. References cont.
● http://www.unesco.org/new/en/media-services/single-view/
news/douglas_biklen_winner_of_unesco_kuwait_prize_begin_by_presuming_competence/#.VEv4GP
nF91Y
● USA 1992 (National Joint Committee for the Communication Needs of Persons with Severe
Disabilities)(ASHA)
● AAC Strategies for Individuals with Moderate to Severe Disabilities By Susan S. Johnston, Kathleen M
Feeley, & Emily A. Jones Copyright 2012 by Paul A. Brooks Publishing Co , All Rights Reserved
● http://www.communicationmatrix.org
● http://www.joyzabala.com/uploads/CA_Kananaskis__SETT_Horses_Mouth.pd
● Beukelman, David R. and Mirenda, Pat. 2014. Augmentative and Alternative Communication (4th Edition).
Paul H. Brooke's Publishing, Baltimore Md.
● http://www.bridgeschool.org/transition/docs/collab_teaming.pdf
● http://www.cde.ca.gov/sp/cd/re/psfoundationsvol1intro.asp
● http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-
Services/Documents/What's%20It%20All%20About%20-
%20Creating%20a%20Communicative%20Environment%20ppt.pdf
Editor's Notes
photos of aac in classroom
slides 1-7 3.5 mins
Define AAC
LEARNING A NEW LANGUAGE
We want everyone to feel comfortable with the lingo; rather than bore you with definitions, we have devised a matching activity.YOu will be learning a “new language”
Part of our “End in Mind” is for you all to know the meaning of these words and feel comfortable with the lingo
We will use parameters of the IEP, school setting, and CA State mandates that drive curriculum
4.0 mins examples of tasks communication expectations for preschool students -audience list some show video of students in classroom and ask audience what they are doing Show typical preschoolers interacting in classroom compare tasks emphasis aac is the bridge to allow all students to participate in age appropriate activities with peers and curriculum stop 3:10 Access to typical curriculum what is the best scenario what are specific communication tasks.
one two three shout out a communication task you see here . then pick a few and move on
2.5mins 9-10 UDL Defined: Learning activities are designed AT OUTSET for inclusion….(Audience can define) Talk about each picture and talk abou the switch to access and that that is a whole assessment piece unto itself for size shape placement ect. but in this context it is generic udl .
Principles of UDL : Multiple means of Representation - Expression - Engagement
• Multiple means of representation:
– Provides learners with various ways of acquiring
information and knowledge
• Multiple means of expression:
– Provides learners with alternatives for
demonstrating what they know
• Multiple means of engagement:
– Taps into learners’ interests, challenges them
appropriately, and motivates them to learn
http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Documents/What's%20It%20All%20About%20-%20Creating%20a%20Communicative%20Environment%20ppt.pdf SBCEO has already done a lot to provide AAC inout and opportutnities
2mins
1 min Just like in the kitchen we all have different roles to play in this process….very similar to the IEP process. Click picture for example of tracking sheet http://www.bridgeschool.org/transition/docs/collab_teaming.pdf
3 mins REBECCA bring book. refer to the SETT re student; relate back to SBCEO , STUDENT= customer/ diner, FACILITATORS= waitress, IAs parents teachers on the ground staff FINDERS= rest. critics/locators, drs. TCRC classroom teachers Gen Pract. Suos chef Specialist =exec chef Expert = triainer ref to AT/AAC comittee every one has different expertise our populatoinis so varried
1.5mins
The SETT is a tool to organize the way we plan for AT/AAC in the classroom, centered around a particular activity or task. This tool can be used for individual students or it can be modified to look at the udl needs for an entire class. http://www.joyzabala.com/uploads/CA_Kananaskis__SETT_Horses_Mouth.pd
2 mins 1.reinforcement survey 2. graphic 3. levels of communicative function
3.5 mins USA 1992 (National Joint Committee for the Communication Needs of Persons with Severe Disabilities)(ASHA)
2.5 mins REBECCA http://www.unesco.org/new/en/media-services/single-view/news/douglas_biklen_winner_of_unesco_kuwait_prize_begin_by_presuming_competence/#.VEv4GPnF91Y
REBECCA add caveat to hippo oath
REBECCA What are the tasks we need to complete to get to the end product?
pict of ex. rainbow aac app handout, wati feature match form
second video play 1-2 mins
Trials are important to document when it comes to funding or stating necessity in IEP
Are there any other ways you have obtained funding??? to the audience
recipe
menu planner
dessert; communication needs vary across contexts; CCN of different etiologies support multiple means ex. CAS vs. ASD vs. Mulitple Disabilities
28-31 8 mins
Refer to tool to start . What sort of an activity do you think this board is for, ask 5 different people
www.wati.org/content/supports/free/pdf/Ch3-Communication.doc
2
Stop video at 40
We need both, so need to remember to keep this in mind as we plan lessons and possibly have two ways to communicate http://justineprice.wordpress.com/core-vocabulary/
want that, go here, go in, more out, more out, you go, what that SOME THAT
What is it? you go out? I go in. that mine. is it off? Is it in here? I want some help!