Instructions for the use of the aac assessment eligibility criteria
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This document provides instructions for using an excel-based assessment tool to determine student eligibility for an AAC assessment. The tool involves assigning scores of 2, 1, or 0 to indicate whether students have certain attributes, abilities, or needs. Filling out both pages helps reflect on students' communication and literacy qualitatively. Higher total scores indicate a greater likelihood that a student would benefit from an AAC assessment, especially if they are already using basic AAC or can engage with symbols. The assessment need is strengthened if a student with speech has motor difficulties or some communication challenges. Students with no speech but language understanding will benefit from AAC.
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This document appears to be a criteria checklist for determining student eligibility for augmentative and alternative communication (AAC) assessments. It includes questions about students' communication abilities, understanding of language, interests, and current use of AAC systems. The purpose is to evaluate students' skills in various areas to decide if an AAC assessment would be appropriate.
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The document summarizes statistics on AAC use across 10 special education classes in Cumbria between September 2010 and February 2011. It provides data on the number of students using different AAC methods such as signs, gestures, communication books/boards, and speech generating devices. The most commonly used AAC approaches were signs from teachers, photographs used by teachers, and symbols used by teachers. The majority of AAC used was considered low-tech.
Introduction
The document describes the AAC Self-Assessment Tool-Kit, which is designed to help schools assess their use of Alternative and Augmentative Communication (AAC) and Assistive Technology. The tool-kit has four strands: 1) an observation schedule to track AAC use, 2) criteria to assess students' eligibility for AAC, 3) a form to evaluate staff training and experience, and 4) information about various AAC approaches. The overall goal is for schools to identify strengths and gaps in their AAC practices and resources.
Aac observation schedule class draft 4
This document provides instructions for observing classroom use of augmentative and alternative communication (AAC) methods. Teachers are instructed to check boxes when specific unaided and aided communication approaches are used, either every time a new topic is introduced or at fixed time intervals. The goal is to collect data over a week to analyze which methods are used most and determine if adapting AAC use could better meet students' needs. Boxes are provided to check methods like sign language, gestures, pictures, symbols, and devices ranging from single-message to complex systems.
Aac assessment criteria
This document appears to be a criteria checklist for determining student eligibility for augmentative and alternative communication (AAC) assessments. It includes yes/no/don't know questions about students' communication abilities, understanding of language, interests, and current use of AAC systems. Further explanatory notes are provided on defining literacy skills and current use of AAC for the purposes of completing the checklist.
Questionnaire on skills
This document is a questionnaire about staff skills, knowledge, experience, and training needs regarding augmentative and alternative communication (AAC). It asks staff to indicate whether they have received certificated training or have experience in various areas related to AAC and special education. Staff are also asked to identify any training topics they would like to receive in the future. The questionnaire collects information about AAC topics like sensory curriculum, picture exchange systems, signing systems, and more.
Communication policy 4
This document discusses speaking, listening, reading, and writing skills development at George Hastwell School. For speaking and listening, a range of activities are used depending on the age and interests of pupils, including storytelling, discussions, and using communication aids. Drama has also proven valuable for improving these skills. A variety of phonics programs and reading schemes are used based on individual needs, and pupils are encouraged to read widely for enjoyment. Writing development acknowledges that not all pupils will become cursive writers or write their own name, so information technology is used as an alternative means of writing production without limitation from handwriting skills.
Communication policy 3
George Hastwell School uses symbols and a wide range of educational technology to develop communication skills in pupils. Symbols are used to introduce decoding text skills. The school uses switches, communication devices, computers, software and more to support the development of English skills. Younger pupils focus on the Early Years Foundation Curriculum, while older pupils work towards Functional Skills standards in English, which provide skills applicable to real contexts.
Communication policy 2
Pupils need warm relationships and a variety of sensory experiences like music and rhymes to develop communication and language skills from an early age. As these skills grow, they form the foundation for literacy and allow pupils to interact with others and express themselves in different ways like mark-making. The school aims to offer frequent communication opportunities that create a need or desire to communicate through any means and view all modes of expression as equally valuable. Total communication is valued, including signing, symbols, and augmentative methods. Signing support is provided for staff and families.
Communication policy 1
The George Hastwell School recognizes that communication is essential to learning. They value the role of the Communication Support Department in developing students' communication abilities and accessing all areas of the curriculum. The school's policy for Communication, Language, and Literacy focuses on developing students' language for communication, language for thinking, linking sounds and letters, reading, writing, and handwriting. The goal is for students to become effective communicators through interacting with others, extending their vocabulary, and learning correspondence between spoken and written language.
Communication policy 5
School technology and alternative methods of communication like symbols can help develop pupils' writing skills and provide a medium for expressive writing. Pupils with developing handwriting will be encouraged to learn letter formation and keyboarding. The teaching of foreign languages is referenced because it helps pupils become aware of other languages and recognize similarities and differences. Most subjects use a whole-school topic scheme as a framework, though Communication, Language and Literacy may not fit neatly into topics and instead opportunities within topics are used to develop those skills. Individual Education Plans set individual targets in these areas. Progress is recorded in reports and annual reviews, with assessments potentially drawing from several sources like the Derbyshire Language Scheme. Staff collaborate regularly on curriculum development and a budget supports resources
Writingtoolsassess
This document provides guidance on assessing students' writing skills and determining appropriate assistive technologies. It includes sections to record observations about handwriting, keyboarding, use of word processors, spellcheckers, word prediction and speech output software. Recommended areas to assess include writing speed, fatigue, spelling, vocabulary and ideas. The document also lists suppliers of supportive writing technologies.
Using the-tap totalk-app-on-the-mainstream-nintendo-ds-range
TapToTalk is a software app that turns the Nintendo DS into an augmentative and alternative communication (AAC) device. It costs $99.95 per year for a subscription that includes online software to design communication pages and a starter kit. Pages can be customized with over 2,000 pictures and user-imported photos and symbols. While the DS is a popular device, TapToTalk's sound quality is very poor without external speakers, limiting its usefulness for functional communication. It may be best suited for users who need a simple picture-based system and are not deterred by the DS's small screens and buttons.
Using aac with children who have complex needs
The document provides guidance on augmentative communication for children with complex communication needs. It discusses who may benefit from augmentative communication, including those with physical challenges, autism, developmental delays, and more. The key benefits are providing motivation, a means of expression and interaction, and improving language skills. Children learn language most effectively through natural immersion, like modeling augmentative systems in daily contexts. Active participation is important for learning, so choices, control, and adaptations should be provided. Assessment is an ongoing team process to understand each child's abilities and needs over time.
Useful websites
This document provides a list of over 100 websites related to augmentative and alternative communication (AAC). The websites provide advice, information, and resources on topics such as switch access, auditory scanning skills, partner-assisted visual scanning, and using mainstream devices as communication aids. It also lists organizations, suppliers, and mailing lists relevant to AAC.
The motor planning training ladder hot cross buns
The document outlines a Motor Planning Training Ladder approach to improving students' pointing skills through activities of varying difficulty making hot cross buns. It begins with activities where the student and assistant know the answers to provide corrections, and progresses to those requiring more independent responses. Examples are provided for each level to illustrate how the activities can be adapted based on students' needs.
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Instructions for the use of the aac assessment eligibility criteria
- 1. Instructions for the use of the AAC assessment eligibility criteria This tool is best used as an excel document rather than printed off and filled in with a pen. However, the pen and paper approach still works; you just have to add the scores up yourself. The excel document will do the adding up for you. For each item write the number in the relevant place to indicate whether your student has the attribute, ability or need indicated. A score of 2 indicate yes, 1 indicates you donāt know and 0 indicates no. It is equally important to fill in the boxes on the second page as this will help you to reflect on the studentās communication and literacy needs in a qualitative way. The higher the score the more likely it is that your student would benefit from an AAC assessment. If your student is using basic AAC successfully then the need for an assessment is strengthened to establish whether the student could move on. If your student is able to engage meaningfully with objects, photographs, pictures, symbols or text an AAC assessment need is indicated. If the student has fluent speech but difficulty with fine motor skills they may benefit from AAC to access the curriculum rather than for communication. If the student has some speech but experiences some difficulty with communication they may well benefit from AAC for communication as well as to support the curriculum If the student has no speech but demonstrates some understanding of language they will almost certainly benefit from AAC for both communication and curriculum access.