This document summarizes a presentation about using motor learning principles to teach augmentative and alternative communication (AAC) to individuals with autism. Some key points include:
- Motor learning of AAC access may be similar to learning a new spoken language by combining visual, auditory, and motor feedback.
- Consistent placement of symbols and predictable motor patterns can help automate AAC access and focus learning on communication rather than visual search.
- Prompting and physical guidance can help establish motor patterns for AAC access, as implicit motor learning is relatively intact for individuals with autism.
ATI 2014 Motor Implications in ASD & AAC, MeierSCAAC-N
Motor differences in autism cannot be ignored; specifically for individuals who lack functional oral speech. This session, presented live, explores the important role motor planning plays in best practice AAC assessment, arrangement of high tech and low tech communication displays, teaching and prompting, and core vocabulary learning.
First presented at the Assistive Technology Institute 10th Annual Conference on 2/1/14 by Gwendolyn Meier, SLP, MT
The document discusses first and second language acquisition in a child. It provides details about the child respondent, her mother and teacher. It finds that the child uses code-mixing of Javanese and Indonesian as her first language. The mother's processing of the child's first language follows an interactionist approach, providing meaningful input and focusing on communication. For second language acquisition, the child learns English in school through a behaviorist approach focusing on speaking, listening and practice, while her mother provides guidance at home.
This document outlines strategies for effective literacy intervention instruction across three tiers of support. It discusses the components of a strong reading program, including phonemic awareness, phonics, vocabulary, fluency and comprehension. Specific strategies are provided for each tier, such as word walls, Elkonin boxes and reader's theater. The document emphasizes meeting students at their current level and providing intervention based on individual needs.
Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14SCAAC-N
Part 1 - Language Development & AAC apps for iPad
Autism Society of the Inland Empire and University of Redlands hosted Gwendolyn M. Eberhard, SLP, in a conference entitled "Autism: Technology & Communication" on 11/15/14.
Don't miss Part 2 of this 4-hour presentation (also posted on SlideShare)
1. The document discusses a presentation on visual literacy and nonlinguistic representations, specifically focusing on infographics.
2. It defines key terms like visual literacy and nonlinguistic representations and discusses different types of infographics like diagrams, timelines, and graphs.
3. The presentation emphasizes why focusing on infographics is important for students of all ages and abilities, and provides teaching strategies for helping students understand and interpret different infographic representations.
This document is a template for a cumulative course assessment product (CCAP) on teaching phonemic awareness in the classroom. It includes sections for general classroom information, reflections on readings, assessments of linguistic components and student skills, instructional strategies and activities, standards, use of technology, and a final reflection. The submitter completed the template throughout an online course on phonemic awareness, assessing a student's skills and creating a lesson plan incorporating rhyming, initial sound substitution, and word segmentation. Key learning included how to efficiently incorporate daily phonemic awareness instruction aligned to state standards, using a variety of activities, assessments, and technology tools.
This document summarizes a 10 part document about supporting phonemic awareness in the classroom. It discusses phonemic awareness instruction through a reading program and centers, choosing assessments to evaluate skills, analyzing a student's assessment results, developing lesson plans addressing specific skills, incorporating standards, using technology resources, and reflecting on learning from a professional development course.
ATI 2014 Motor Implications in ASD & AAC, MeierSCAAC-N
Motor differences in autism cannot be ignored; specifically for individuals who lack functional oral speech. This session, presented live, explores the important role motor planning plays in best practice AAC assessment, arrangement of high tech and low tech communication displays, teaching and prompting, and core vocabulary learning.
First presented at the Assistive Technology Institute 10th Annual Conference on 2/1/14 by Gwendolyn Meier, SLP, MT
The document discusses first and second language acquisition in a child. It provides details about the child respondent, her mother and teacher. It finds that the child uses code-mixing of Javanese and Indonesian as her first language. The mother's processing of the child's first language follows an interactionist approach, providing meaningful input and focusing on communication. For second language acquisition, the child learns English in school through a behaviorist approach focusing on speaking, listening and practice, while her mother provides guidance at home.
This document outlines strategies for effective literacy intervention instruction across three tiers of support. It discusses the components of a strong reading program, including phonemic awareness, phonics, vocabulary, fluency and comprehension. Specific strategies are provided for each tier, such as word walls, Elkonin boxes and reader's theater. The document emphasizes meeting students at their current level and providing intervention based on individual needs.
Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14SCAAC-N
Part 1 - Language Development & AAC apps for iPad
Autism Society of the Inland Empire and University of Redlands hosted Gwendolyn M. Eberhard, SLP, in a conference entitled "Autism: Technology & Communication" on 11/15/14.
Don't miss Part 2 of this 4-hour presentation (also posted on SlideShare)
1. The document discusses a presentation on visual literacy and nonlinguistic representations, specifically focusing on infographics.
2. It defines key terms like visual literacy and nonlinguistic representations and discusses different types of infographics like diagrams, timelines, and graphs.
3. The presentation emphasizes why focusing on infographics is important for students of all ages and abilities, and provides teaching strategies for helping students understand and interpret different infographic representations.
This document is a template for a cumulative course assessment product (CCAP) on teaching phonemic awareness in the classroom. It includes sections for general classroom information, reflections on readings, assessments of linguistic components and student skills, instructional strategies and activities, standards, use of technology, and a final reflection. The submitter completed the template throughout an online course on phonemic awareness, assessing a student's skills and creating a lesson plan incorporating rhyming, initial sound substitution, and word segmentation. Key learning included how to efficiently incorporate daily phonemic awareness instruction aligned to state standards, using a variety of activities, assessments, and technology tools.
This document summarizes a 10 part document about supporting phonemic awareness in the classroom. It discusses phonemic awareness instruction through a reading program and centers, choosing assessments to evaluate skills, analyzing a student's assessment results, developing lesson plans addressing specific skills, incorporating standards, using technology resources, and reflecting on learning from a professional development course.
Digital delivery for low level literacy studentsMichael Coghlan
This document discusses digital delivery of literacy education for low-level literacy students. It provides background on adult literacy rates in Australia, with nearly half the adult population having problems with literacy. It then discusses various types of literacy like digital literacy and multiliteracy. It considers how to design literacy education for low-level students, emphasizing clear context and purpose, opportunity for creation and interpretation, and support. Possible activities discussed include using images from Flickr to teach tagging, digital storytelling, and apps to support learning.
Video Games & Applied Behavioral Analysis (ABA): Making Friends ParkJacob Esparza
Can video games play a role in the care of a child with autism?
Presentation shows the overlap of Video Games and Applied Behavioral Analysis (ABA), and gives a product description of Making Friends Park for iPad.
Limba moderna 1 Engleza clasa a 7-a.pdfIoanaMateiu
This document provides information about an English language textbook for 7th grade students in Romania. It includes details about the textbook contents, its structure, and credits. The textbook covers 4 units on various topics like everyday life, sports, travel, and education. Each unit includes reading passages, grammar lessons, vocabulary exercises, listening activities, and writing practice. It aims to develop students' English communication skills through engaging content and a focus on functions, grammar, vocabulary and pronunciation. The textbook was developed in collaboration between Cambridge University Press and Art Klett publishing house.
This document provides a teacher's guide for a pedestrian and bicycle safety curriculum for adult English language learners. The curriculum aims to teach key safety messages to immigrant populations at risk of traffic accidents. It consists of six lessons that cover pedestrian and bicycle safety topics. The lessons include activities to build vocabulary and practice safety behaviors and rules of the road. The guide provides instructional strategies for teaching adult learners and background information on the curriculum's development and goals.
This document outlines a final project for a course on supporting phonemic awareness in the classroom. It provides a template for students to develop plans to teach phonemic awareness that incorporate assessment procedures, analysis, activities, and the use of technology tools. The template includes sections for general classroom information, reflections on readings, identifying student strengths and weaknesses based on assessments, developing instructional strategies and activities, connecting activities to standards, integrating technology, and reflecting on learning.
The document provides a template for a cumulative assessment product (CCAP) on supporting phonemic awareness in the classroom. The CCAP includes plans for teaching phonemic awareness, assessment procedures, analysis of student assessments, and classroom activities incorporating technology. It also includes an example student assessment and analysis. The template is to be completed throughout a six-session course and submitted for feedback.
This document provides a template for a final project on developing plans to teach phonemic awareness in the classroom. It includes sections for general classroom information, reflections on readings, student assessments, analysis of assessments, instructional strategies, standards addressed, use of technology, and overall reflection. The template is to be completed throughout a training course on phonemic awareness and submitted at the end for feedback. It guides the creation of comprehensive plans, including activities, assessments, and lessons to teach phonemic awareness and address students' specific needs.
Teaching Demonstration: St. Lawrence Universitymschirahagerman
This document outlines an online discussion about teaching students to synthesize information from multiple internet texts. The objectives are to explore how students integrate information from multiple sources online, identify strategies used, and plan how to teach source integration. Standards around using technology strategically and evaluating diverse media are presented. Strategies students commonly use like prioritizing content overlap are discussed. Challenges they face are considered. Students then share their experience with an inquiry activity comparing John and Abigail Adams' views. Their process is evaluated and how to best teach online inquiry is explored through developing an intervention model.
This document summarizes a seminar on mobile learning design for English as a foreign language learners focusing on visual vocabulary learning. It discusses using visual texts and mobile applications to help EFL learners acquire vocabulary. Key topics included Krashen's hypotheses on language acquisition, using pictures and annotations in learning materials, and how the level of learners' existing knowledge should influence material design. Mobile phones show potential for language teaching by allowing application of skills in authentic contexts.
This document provides recommendations for ensuring reading and spelling success for all children. It recommends teaching phonemic awareness early and assessing students' progress regularly. It also recommends explicitly teaching grapheme-phoneme conversions and providing practice opportunities. Building fluency is also addressed through various forms of assisted reading. Early identification of reading difficulties is important through assessing prerequisite skills like phonemic awareness in kindergarten. Frequent progress monitoring is suggested to identify students needing additional support.
This document provides information from a webinar presented by Dr. Semingson on teaching students with dyslexia. The webinar defined dyslexia, discussed diagnostic methods and instructional strategies, and provided resources. Dyslexia was defined as a specific learning disability affecting word recognition, spelling, and decoding abilities due to a phonological processing deficit. Screening and formal assessments were described to identify dyslexia. Instructional strategies discussed included multi-sensory teaching, modifications, and assistive technologies. Resources for further information on dyslexia were also provided.
The document provides guidance for a final project on developing plans to teach phonemic awareness in the classroom. It includes templates to plan phonemic awareness assessments, activities, and instructional strategies. It also provides guidance on using technology, addressing common core standards, and reflecting on the assessment and instruction process.
This document discusses the use of Randall's ESL Listening Lab website for teaching English listening skills. It describes the various sections on the website, including general listening quizzes with conversations at different difficulty levels, basic listening quizzes, academic listening exercises, vocabulary lessons, and lessons with video. The author analyzes the strengths of the website, such as the large number of interactive exercises and immediate feedback, and the weaknesses, such as needing an internet connection and audio/visual aids. The advantages for students are practicing pronunciation and accessing materials again, while teachers can facilitate exercises in class. However, the answers are visible, limiting its use for tests.
Taylor Michelle Morgan is seeking a teaching position and has extensive teaching experience in both the United States and England. She has over 5 years of experience teaching kindergarten through 5th grade, including positions as a kindergarten associate teacher, tutor, and summer camp co-teacher. Additionally, she has student teaching experience in early childhood, elementary, and special education classrooms. Morgan also has a bachelor's degree in communication sciences and disorders and education, as well as an Ohio teaching license for pre-K through 3rd grade.
This document discusses five elements of a balanced literacy program: phonemic awareness, phonics, fluency, vocabulary, and comprehension. It provides details on phonemic awareness, including definitions, instructional resources and strategies, and assessment strategies. Phonemic awareness is the ability to identify and manipulate sounds in words. Developing phonemic awareness is important for learning to read. The document describes assessment tools like DIBELS that can measure phonemic awareness skills.
The document outlines the planning process for a PYP (Primary Years Programme) unit. It includes 9 stages to be completed by teachers for planning, teaching, and reflecting on a unit. The stages include determining the central idea, lines of inquiry, assessments, learning activities, and reflecting on what worked well and areas for improvement. Teachers are to collaboratively plan units to ensure concepts, skills, and attitudes are developed and assessed by all teachers involved.
The document discusses using multiple intelligences in language teaching effectively. It describes a lesson on neighborhoods, cities, and towns that incorporates spatial, interpersonal, bodily-kinesthetic, mathematical, musical, audio-visual, intrapersonal and naturalistic intelligences. Students are divided into groups for a field trip collecting data on different types of settlements. They then present their findings using writing, PowerPoint or discussion. This engages different learners. The lesson further incorporates songs, videos and peer teaching to strengthen language skills using varied intelligences.
The document discusses the purpose and benefits of creating electronic portfolios (e-portfolios). It explains that e-portfolios are collections of work and reflections that demonstrate a person's skills and abilities. E-portfolios can be used to track growth, develop reflection skills, provide evidence of competency for teaching licensure, and improve teaching practices through self-assessment. The document provides examples of different types of e-portfolios and platforms that can be used to create them.
It's Not Too Late: AAC For Older StudentsAlex Koller
Original presentation took place at the 2016 American Speech Language Hearing Association convention in Philadelphia, Pennsylvania on Saturday, November 19, 2017.
Alex Koller and Amanda Soper worked together at a special education school in Washington, D.C. as a Speech Language Pathologist and Assistive Technology Specialist.
The presentation describes the issues related to providing communication systems to older students with complex communication needs, why these students may stop communicating, why speech language pathologists are not prepared for these students' needs, and how one school established a robust augmentative and alternative communication (AAC) program.
Final presentation supporting phonemic awareness final draftMeaghan Geary
The document provides details on a final project for a course on teaching phonemic awareness in the classroom. It includes a template to develop plans for phonemic awareness assessment, activities, and instruction. The template requires at least one example of a student assessment and analysis. It also requires incorporating at least one technology tool from the course and details on other phonemic awareness activities. The document includes an example lesson plan and strategies for teaching phonemic awareness to a class with diverse abilities through multisensory activities.
Don't have a lot of time for self-study, but want to get to know the popular AAC app Proloquo2Go? Join us to explore what's new and what's great in this app as well as some AAC implementation hacks. Bring your iPad updated to iOS 10.2 and your Proloquo app updated to Version 5 for hands on opportunities with this remarkable app. Or just bring yourself to be tempted by the communication possibilities!
What Do I Do Monday Morning: Behavioral Strategies, Part 1SCAAC-N
PART 1 of 2:
Every SLPA has struggled with behavior challenges in their therapy sessions. The good news is - help is here! This session will provide insight into common causes of problem behavior in students with developmental disabilities and communication disorders. Practical tools for positive behavior support will come to life, including: visual supports for understanding, token economies, and capitalizing on student interests. Participants will leave with ideas they can apply immediately to their work with students.
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This document discusses digital delivery of literacy education for low-level literacy students. It provides background on adult literacy rates in Australia, with nearly half the adult population having problems with literacy. It then discusses various types of literacy like digital literacy and multiliteracy. It considers how to design literacy education for low-level students, emphasizing clear context and purpose, opportunity for creation and interpretation, and support. Possible activities discussed include using images from Flickr to teach tagging, digital storytelling, and apps to support learning.
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This document provides information about an English language textbook for 7th grade students in Romania. It includes details about the textbook contents, its structure, and credits. The textbook covers 4 units on various topics like everyday life, sports, travel, and education. Each unit includes reading passages, grammar lessons, vocabulary exercises, listening activities, and writing practice. It aims to develop students' English communication skills through engaging content and a focus on functions, grammar, vocabulary and pronunciation. The textbook was developed in collaboration between Cambridge University Press and Art Klett publishing house.
This document provides a teacher's guide for a pedestrian and bicycle safety curriculum for adult English language learners. The curriculum aims to teach key safety messages to immigrant populations at risk of traffic accidents. It consists of six lessons that cover pedestrian and bicycle safety topics. The lessons include activities to build vocabulary and practice safety behaviors and rules of the road. The guide provides instructional strategies for teaching adult learners and background information on the curriculum's development and goals.
This document outlines a final project for a course on supporting phonemic awareness in the classroom. It provides a template for students to develop plans to teach phonemic awareness that incorporate assessment procedures, analysis, activities, and the use of technology tools. The template includes sections for general classroom information, reflections on readings, identifying student strengths and weaknesses based on assessments, developing instructional strategies and activities, connecting activities to standards, integrating technology, and reflecting on learning.
The document provides a template for a cumulative assessment product (CCAP) on supporting phonemic awareness in the classroom. The CCAP includes plans for teaching phonemic awareness, assessment procedures, analysis of student assessments, and classroom activities incorporating technology. It also includes an example student assessment and analysis. The template is to be completed throughout a six-session course and submitted for feedback.
This document provides a template for a final project on developing plans to teach phonemic awareness in the classroom. It includes sections for general classroom information, reflections on readings, student assessments, analysis of assessments, instructional strategies, standards addressed, use of technology, and overall reflection. The template is to be completed throughout a training course on phonemic awareness and submitted at the end for feedback. It guides the creation of comprehensive plans, including activities, assessments, and lessons to teach phonemic awareness and address students' specific needs.
Teaching Demonstration: St. Lawrence Universitymschirahagerman
This document outlines an online discussion about teaching students to synthesize information from multiple internet texts. The objectives are to explore how students integrate information from multiple sources online, identify strategies used, and plan how to teach source integration. Standards around using technology strategically and evaluating diverse media are presented. Strategies students commonly use like prioritizing content overlap are discussed. Challenges they face are considered. Students then share their experience with an inquiry activity comparing John and Abigail Adams' views. Their process is evaluated and how to best teach online inquiry is explored through developing an intervention model.
This document summarizes a seminar on mobile learning design for English as a foreign language learners focusing on visual vocabulary learning. It discusses using visual texts and mobile applications to help EFL learners acquire vocabulary. Key topics included Krashen's hypotheses on language acquisition, using pictures and annotations in learning materials, and how the level of learners' existing knowledge should influence material design. Mobile phones show potential for language teaching by allowing application of skills in authentic contexts.
This document provides recommendations for ensuring reading and spelling success for all children. It recommends teaching phonemic awareness early and assessing students' progress regularly. It also recommends explicitly teaching grapheme-phoneme conversions and providing practice opportunities. Building fluency is also addressed through various forms of assisted reading. Early identification of reading difficulties is important through assessing prerequisite skills like phonemic awareness in kindergarten. Frequent progress monitoring is suggested to identify students needing additional support.
This document provides information from a webinar presented by Dr. Semingson on teaching students with dyslexia. The webinar defined dyslexia, discussed diagnostic methods and instructional strategies, and provided resources. Dyslexia was defined as a specific learning disability affecting word recognition, spelling, and decoding abilities due to a phonological processing deficit. Screening and formal assessments were described to identify dyslexia. Instructional strategies discussed included multi-sensory teaching, modifications, and assistive technologies. Resources for further information on dyslexia were also provided.
The document provides guidance for a final project on developing plans to teach phonemic awareness in the classroom. It includes templates to plan phonemic awareness assessments, activities, and instructional strategies. It also provides guidance on using technology, addressing common core standards, and reflecting on the assessment and instruction process.
This document discusses the use of Randall's ESL Listening Lab website for teaching English listening skills. It describes the various sections on the website, including general listening quizzes with conversations at different difficulty levels, basic listening quizzes, academic listening exercises, vocabulary lessons, and lessons with video. The author analyzes the strengths of the website, such as the large number of interactive exercises and immediate feedback, and the weaknesses, such as needing an internet connection and audio/visual aids. The advantages for students are practicing pronunciation and accessing materials again, while teachers can facilitate exercises in class. However, the answers are visible, limiting its use for tests.
Taylor Michelle Morgan is seeking a teaching position and has extensive teaching experience in both the United States and England. She has over 5 years of experience teaching kindergarten through 5th grade, including positions as a kindergarten associate teacher, tutor, and summer camp co-teacher. Additionally, she has student teaching experience in early childhood, elementary, and special education classrooms. Morgan also has a bachelor's degree in communication sciences and disorders and education, as well as an Ohio teaching license for pre-K through 3rd grade.
This document discusses five elements of a balanced literacy program: phonemic awareness, phonics, fluency, vocabulary, and comprehension. It provides details on phonemic awareness, including definitions, instructional resources and strategies, and assessment strategies. Phonemic awareness is the ability to identify and manipulate sounds in words. Developing phonemic awareness is important for learning to read. The document describes assessment tools like DIBELS that can measure phonemic awareness skills.
The document outlines the planning process for a PYP (Primary Years Programme) unit. It includes 9 stages to be completed by teachers for planning, teaching, and reflecting on a unit. The stages include determining the central idea, lines of inquiry, assessments, learning activities, and reflecting on what worked well and areas for improvement. Teachers are to collaboratively plan units to ensure concepts, skills, and attitudes are developed and assessed by all teachers involved.
The document discusses using multiple intelligences in language teaching effectively. It describes a lesson on neighborhoods, cities, and towns that incorporates spatial, interpersonal, bodily-kinesthetic, mathematical, musical, audio-visual, intrapersonal and naturalistic intelligences. Students are divided into groups for a field trip collecting data on different types of settlements. They then present their findings using writing, PowerPoint or discussion. This engages different learners. The lesson further incorporates songs, videos and peer teaching to strengthen language skills using varied intelligences.
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Original presentation took place at the 2016 American Speech Language Hearing Association convention in Philadelphia, Pennsylvania on Saturday, November 19, 2017.
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The document provides details on a final project for a course on teaching phonemic awareness in the classroom. It includes a template to develop plans for phonemic awareness assessment, activities, and instruction. The template requires at least one example of a student assessment and analysis. It also requires incorporating at least one technology tool from the course and details on other phonemic awareness activities. The document includes an example lesson plan and strategies for teaching phonemic awareness to a class with diverse abilities through multisensory activities.
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Don't have a lot of time for self-study, but want to get to know the popular AAC app Proloquo2Go? Join us to explore what's new and what's great in this app as well as some AAC implementation hacks. Bring your iPad updated to iOS 10.2 and your Proloquo app updated to Version 5 for hands on opportunities with this remarkable app. Or just bring yourself to be tempted by the communication possibilities!
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(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
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The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
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واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
6. Today’s screen shots can be found in the full
presentation - link on the CSHA 2014 tab at
scaacn.blogspot.com/p/csha-2014.html
Thursday, April 3, 14
7. Agenda
Maximizing Motor Skills in:
• Autism
• AAC Assessment
• Teaching
• Prompting
• Communication displays - high & low tech
• Core vocabulary learning & use
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9. Terminology
• Symbol = Icon
• Comprehension = Recognition
• Device = Any visually-based AAC
system
• Student = Learner of any age
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12. AAC Assessment
The snapshot
• Test of icon
recognition (e.g.,
TASP)
• Present a few
systems
• Final
recommendation
The full assessment
• Initial impression
•System trial/
teaching period
• Final
recommendation
Thursday, April 3, 14
13. Teaching Hungarian
• HOW are we teaching this new language?
Hungarian:
• More likely to learn in meaningful
chunks at first
• Before segmentation occurs
Is there someone here who speaks English?
Beszél itt valaki angolul?
(BE-seyl it VÅ-lå-ki ÅN-go-loul)
Where is the toilet?
Hol van a mosdó?
(hol vån å MOSH-doa?)
Thursday, April 3, 14
14. Teaching AAC
• HOW are we teaching this new language?
In AAC:
• More likely to learn sequences made
meaningful by the reaction they elicit
Thursday, April 3, 14
15. Teaching Hungarian
• HOW are we teaching this new language?
Hungarian:
• Flashcards?
• Scripted interaction?
• Conversation?
Thursday, April 3, 14
16. How are we teaching this new language?
In AAC:
• Labeling?
• Requesting?
• Answering
questions?
• Scripted
interaction?
• Conversation?
• Icon recognition?
• Verbal cues?
• Motor patterns?
• Gesture cues?
• Visual cues?
Thursday, April 3, 14
17. Teaching Language in
Autism
• Use strengths to shore up weaknesses
In autism:
(-) Auditory weakness
(-) Symbolic weakness
(+)Visual strength
(?) Motor skills
Thursday, April 3, 14
18. Teaching AAC Language
• Modeling and Augmented input highlight the
auditory boundaries between words
‣ Human speech alone does not
Thursday, April 3, 14
19. Teaching AAC Language
• Neurons that fire together, wire together
(Hebb’s rule)
In AAC:
• Seeing language
• Hearing language
• Add motor pattern
= Multi-sensory stimulation
Thursday, April 3, 14
20. In infancy...
• With the motor pattern for speaking
words comes increased ability to
perceive that word in spoken
language*
* Halloran & Halloran, 2006. Language Acquisition Through
Motor Planning. Center for AAC and Autism.
Thursday, April 3, 14
21. In AAC infancy...?
• With the motor pattern for navigating to
words comes increased ability to perceive
that word in spoken language (?)
Thursday, April 3, 14
22. Multi-Sensory Language
Modeling & Augmented Input
• See the visual, See the movement, Hear the
auditory feedback, Experience the natural
consequence
Thursday, April 3, 14
25. AAC Language Acquisition...
...requires organization and interpretation of the
world through a system of symbols and
referents.
• AAC visuals (objects, photos, icon, text)
add an element of “referent” to spoken
words that have no physical referent
outsidegowant
Thursday, April 3, 14
26. The key to making the iconic or
arbitrary symbol-to-referent
connection may be in the
comprehension skill that the
learner brings to the task.
Namy, L., Campbell,A. & Tomasello, M. (2004).The changing role of iconicity
in non-verbal symbol learning. Journal of Cognition & Development, 5, 37-57.
Symbol Comprehension
Thursday, April 3, 14
27. Symbol Comprehension
• Without understanding of the
referent, the iconicity of the visual
symbol may not affect his learning of its
meaning
✴ The iconic symbol may appear just
as meaningless as the arbitrary
symbol until it is given meaning
through its use
Barton,A., Sevik, R. & Romski, M.. (2006). ExploringVisual-Graphic Symbol Acquisition
by Preschool Age Children with Developmental and Language Delays.Augmentative and
Alternative Communication,Vol 22(1), 10-20.
Thursday, April 3, 14
29. PECS & Symbol Comprehension
• PECS Phase 3:
Discrimination Training
- Aims to teach icon
discrimination skills given a
limited field of choices
TM
TM
Thursday, April 3, 14
31. A Dual Role for Symbols
• Visual-graphic AAC icons themselves play a
role in their acquisition
• The message to represent an idea
AND
• The medium to achieve communication
Sevcik, R.A., Romski, M.A., & Wilkinson, K. (1991). Roles of graphic
symbols in the language acquisition process for persons with severe
cognitive disabilities.Augmentative and Alternative Communication,
7, 161–170.
Thursday, April 3, 14
32. • Gissette’s icon Recognition?
• How is she going to learn to use
“Put” + “on” to request?
Thursday, April 3, 14
33. Teaching AAC
• HOW are we teaching this new language?
In AAC:
• Icon recognition?
• Verbal cues?
• Motor patterns?
• Gesture cues?
• Visual cues?
• Labeling?
• Requesting?
• Answering questions?
• Scripted interaction?
• Conversation?
Thursday, April 3, 14
34. So, how do we teach new
movement patterns?
Thursday, April 3, 14
39. Motor Skills in ASD
• Various altered motor behaviors in autism:
• Slower repetitive hand movements
• Slower and less accurate manual
dexterity
• Reduced ability for rapidly alternating
movements (diadochokinesis)
Staples & Reid. (2010). Fundamental movement skills and autism
spectrum disorders. Journal of Autism and Developmental Disorders,
Vol 40(2), pp. 209-217.
Thursday, April 3, 14
40. Motor Skills in ASD
1. Implicit motor learning processes are
relatively intact in autism
* Gowen, E. & Hamilton, A. (2013). Motor Abilities in Autism: A Review Using a Computational Context.
Journal of Autism and Developmental Disorders, Vol 43(2), pp 323-344.
Thursday, April 3, 14
41. Motor Skills in ASD
1. Implicit motor learning processes are
relatively intact in autism
2. Reaction times improve to the level of
NT subjects given repetition
• Serial reaction time task (SRT)
* Gowen, E. & Hamilton, A. (2013). Motor Abilities in Autism: A Review Using a Computational Context.
Journal of Autism and Developmental Disorders, Vol 43(2), pp 323-344.
Thursday, April 3, 14
45. Motor Skills in ASD
1. Implicit motor learning processes are
relatively intact in autism
2. Reaction times improve to the level of
NT subjects given repetition
• Serial reaction time task (SRT)
3. Proprioceptive input may be more
reliable than visual input when learning new
motor patterns
Gowen, E. & Hamilton, A. (2013). Motor Abilities in Autism: A Review Using a Computational Context.
Journal of Autism and Developmental Disorders, Vol 43(2), pp 323-344.
Thursday, April 3, 14
53. Motor PlanVS. Icon
Comprehension
• Consistent placement of icons and
meaningful use of them in communication
may be more important than iconicity
of the picture
• Learners don't need to be able to
recognize/"point to"/"give" an icon
that is named before they can use that icon
to get something done in the world
Thursday, April 3, 14
54. Motor PlanVS. Icon
Comprehension
• Consistent placement of icons and
meaningful use of them in communication
may be more important than iconicity of
the picture
• Learners don't need to be able to
recognize/"point to"/"give" an icon
that is named before they can use that icon
to get something done in the world
Thursday, April 3, 14
55. Why the fuss about
Motor Learning?
EVERY learned physical activity
depends on motor learning
• Walking, driving, climbing/descending stairs,
eating, dressing, typing, reading, Smartphone
or computer access
Thursday, April 3, 14
61. When Motor Patterns
Change
• It brings our awareness to our movements
• Requires re-learning
• Ideation - Plan - Execution - Feedback
✴ Not conducive to communicating!
Thursday, April 3, 14
62. Speaking
• Automatic motor patterns for words and
phrases are established as meaning is
attached (in infancy)
• We don’t think about how to physically speak
• Focus on: the words to use, how it will be
interpreted, our listener’s background...etc.
Thursday, April 3, 14
63. AAC Automaticity is
aided when:
1. Consistent motor patterns to access
vocabulary we need
2. There is a unique pattern to reach your
word, regardless of the activity
3. Reliable, motivating consequences for
use of symbols
Halloran & Halloran, 2006. Language Acquisition
Through Motor Planning. Center for AAC and Autism.
Thursday, April 3, 14
64. Consistent motor patterns are
extremely important when...
• When using multiple pages of vocabulary
• Visual tracking and scanning are not
efficient
• When icon recognition is weak
• Teaching the use of core vocabulary and use of
more abstract vocab/symbols
• A visual search is meaningless
Thursday, April 3, 14
65. When Motor Patterns
Change
• By shifting locations of pictures:
• Awareness moves from the message to the execution
• We are actually testing
• Visual scanning skills
• Icon association/understanding
• Adding cognitive load
✴ Not conducive to communicating!
Thursday, April 3, 14
66. We can take advantage
of motor learning when:
• Patterns build upon themselves as language
grow
• Plan the end at the beginning
•Preserve relative location
Thursday, April 3, 14
76. When we use motor
learning to our advantage...
• Our lower-functioning students can generate
multi-word phrases...
...across multiple pages
...using core vocabulary
...for greater communicative competence!
Thursday, April 3, 14