Ten Ways to engage students in literacy learning using technologySpectronics
This document outlines ten ways to engage students in literacy learning using technology. It discusses using an iPad as a document camera to provide feedback on student writing. It also recommends apps to teach letter-sound links, develop oral language skills, create graphic organizers, support writing with clicker apps, make books with Book Creator, and lists favorite websites to support literacy learning. The overall purpose is to provide tools and strategies for using technology to develop students' literacy.
The document provides tips for effectively communicating your message through media interviews. It advises preparing key talking points and messages, knowing the reporter and audience, and controlling the interview by steering responses back to your main points. During the interview, keep answers succinct, maintain eye contact, and avoid negative statements. Follow up after to send additional information and review your performance. Special considerations are outlined for television, online, phone and radio interviews.
The document provides guidance on making effective presentations. It discusses the importance of preparation, including planning the content, structure, visual aids, and handling questions. When giving the presentation, speakers should use simple language, maintain eye contact with the audience, and practice to manage nerves. The introduction should attract attention and the conclusion should summarize key points. Preparation, practice, and good delivery are essential to engage audiences and communicate messages clearly.
This document provides guidance on developing strong presentation skills. It discusses structuring the main body of a presentation clearly with separate sections and logical transitions. Specific techniques are outlined to make presentations more powerful and dramatic, including repetition, rhetorical questions, and softening language. Useful expressions are examined, such as business terms, "road signs" to guide the audience, and verbs for addressing issues. The overall aim is to convey a message effectively and prove it through an interesting, well-structured presentation.
This document provides guidance for tutors in the Public Speaking Lab on how to help students who come in but do not know what area of their speech or presentation to focus on. It recommends that tutors first ask the student questions about the assignment requirements to ensure all bases are covered. It also suggests offering general public speaking tips before having the student present to give them a foundation. Common areas students struggle with are then outlined like speaking too quickly or using filler words. The document concludes with suggestions for wrapping up the session and motivating the student to continue improving.
The document provides instructions for developing an instructional guide. It discusses why instructional guides are important for selling products, highlighting that they ensure correct usage and prevent accidental breakage. It also notes guides should answer customer questions, consider safety, and be edited by professionals. The document prompts outlining major points of articles, explaining reasons to study manuals before use, and describing a situation where a guide could help solve a customer problem.
Presentation Skills. Unit 8: Dealing with QuestionsArtur Pivovarov
The document provides guidance on effectively handling the question and answer portion of a presentation. It recommends anticipating questions in advance by thinking about what your audience will want to know. During the Q&A session, listen carefully to questions and clarify or rephrase as needed before answering. If a question is difficult, long, or irrelevant, it's okay to politely avoid a direct answer or commit to following up later. The goal is to keep the session controlled, allow participation from multiple people, remain polite even if questions attack weak points, and thank the audience before concluding.
Ten Ways to engage students in literacy learning using technologySpectronics
This document outlines ten ways to engage students in literacy learning using technology. It discusses using an iPad as a document camera to provide feedback on student writing. It also recommends apps to teach letter-sound links, develop oral language skills, create graphic organizers, support writing with clicker apps, make books with Book Creator, and lists favorite websites to support literacy learning. The overall purpose is to provide tools and strategies for using technology to develop students' literacy.
The document provides tips for effectively communicating your message through media interviews. It advises preparing key talking points and messages, knowing the reporter and audience, and controlling the interview by steering responses back to your main points. During the interview, keep answers succinct, maintain eye contact, and avoid negative statements. Follow up after to send additional information and review your performance. Special considerations are outlined for television, online, phone and radio interviews.
The document provides guidance on making effective presentations. It discusses the importance of preparation, including planning the content, structure, visual aids, and handling questions. When giving the presentation, speakers should use simple language, maintain eye contact with the audience, and practice to manage nerves. The introduction should attract attention and the conclusion should summarize key points. Preparation, practice, and good delivery are essential to engage audiences and communicate messages clearly.
This document provides guidance on developing strong presentation skills. It discusses structuring the main body of a presentation clearly with separate sections and logical transitions. Specific techniques are outlined to make presentations more powerful and dramatic, including repetition, rhetorical questions, and softening language. Useful expressions are examined, such as business terms, "road signs" to guide the audience, and verbs for addressing issues. The overall aim is to convey a message effectively and prove it through an interesting, well-structured presentation.
This document provides guidance for tutors in the Public Speaking Lab on how to help students who come in but do not know what area of their speech or presentation to focus on. It recommends that tutors first ask the student questions about the assignment requirements to ensure all bases are covered. It also suggests offering general public speaking tips before having the student present to give them a foundation. Common areas students struggle with are then outlined like speaking too quickly or using filler words. The document concludes with suggestions for wrapping up the session and motivating the student to continue improving.
The document provides instructions for developing an instructional guide. It discusses why instructional guides are important for selling products, highlighting that they ensure correct usage and prevent accidental breakage. It also notes guides should answer customer questions, consider safety, and be edited by professionals. The document prompts outlining major points of articles, explaining reasons to study manuals before use, and describing a situation where a guide could help solve a customer problem.
Presentation Skills. Unit 8: Dealing with QuestionsArtur Pivovarov
The document provides guidance on effectively handling the question and answer portion of a presentation. It recommends anticipating questions in advance by thinking about what your audience will want to know. During the Q&A session, listen carefully to questions and clarify or rephrase as needed before answering. If a question is difficult, long, or irrelevant, it's okay to politely avoid a direct answer or commit to following up later. The goal is to keep the session controlled, allow participation from multiple people, remain polite even if questions attack weak points, and thank the audience before concluding.
Ten ways to engage students in literacy learning using technologyAmanda Hartmann
Slides from my presentation at ATIA in Orlando, in January 2015. This workshop shared 10 awesome tools that can be used in the classroom to support literacy learning for any learner.
Slides from my presentation at AGOSCI, in Brisbane, May 2015. This fun workshop demonstrated lots of easy, practical, toe-tapping ideas for using Music to encourage language, communication and literacy. What the slides can't show.... me singing and dancing! Enjoy!
The document provides information about using technology to enhance literacy skills in classrooms. It begins by outlining three learning objectives related to identifying technology tools that support literacy development, tools that provide support for struggling literacy learners, and strategies for adapting tools for diverse learners. The document then discusses developing oral language, phonological awareness, and reading skills with examples of apps and activities. It emphasizes using both high-tech and low-tech options to develop literacy competencies across classrooms, small groups, and individuals.
The document discusses modeling communication using augmentative and alternative communication (AAC) apps. It begins by outlining learning objectives around implementing AAC systems, identifying key AAC apps, and customizing apps to support different communication needs. It then discusses various aspects of modeling communication using AAC apps, including choosing vocabulary, words, and word combinations to achieve communication functions. It emphasizes the importance of reliably and consistently modeling chosen words within natural interactions to support communication development.
Slides from my AGOSCI presentation, in Brisbane, May 2015. This presentation gave a quick snapshot of Matthew, who uses sign language, Proloquo2Go, and some speech to communicate. I share some practical ideas for how he is developing both his communication and literacy.
The document contains an agenda and materials for a workshop on public speaking and presentations. The agenda covers fundamentals of public speaking like managing fear, voice, eye contact, gestures, and dress. It also discusses types of presentations and speeches, analyzing audiences, choosing presentation tools, handling unexpected problems, writing presentations, and the importance of practice. The workshop includes sessions on self-image, credibility, types of presentations, analyzing audiences, presentation venues, learning styles, and mind mapping techniques for writing presentations. The goal is to provide attendees with skills and strategies for effective public speaking and presentations.
The iPad: Transformative technology for adults with disabilitiesSpectronics
This document discusses how the iPad can be a transformative technology for adults with disabilities. It summarizes a workshop that covered three sessions: iPad basics, using the iPad to support communication, and using the iPad to obtain and share information. The workshop showed how settings, apps, visual supports, text-to-speech, augmented reality, ebooks, and alternative keyboards can help people with disabilities communicate, learn, and participate independently. Attendees were encouraged to identify one new possibility they would implement, such as creating an ebook or using a new app, and to set a reminder to follow up on their goals.
Why Develop A Toolkit? (1/2 hour)
• Future building our classrooms - Planning for technology
trends and supporting evidence based practice
• Assistive Technology is too powerful not to have a plan
What is in my Toolkit? (3 hours)
1. Key components:
• Quality Indicators in Assistive Technology (QIAT)
• S.E.T.T. Framework
• Technology rubrics, decision-making frameworks and
AT search tools
• Action Research and data
2. What does your toolkit look like?
• Case studies and examples
• Developing your own toolkit – future actions
Personalised learning experiences are best taught in action. This workshop will be a combination of collaboration, discussion, sandpit time and hands on action using iPad / laptop as a facilitating tool. Solidifying the connections between curriculum content, planning and ICT. You will leave with a range of creative ideas and a clear plan of action for implementing personalised learning in your class. From concept to implementation this workshop will demonstrate by modelling what personalised learning looks like with you as the participant and Greg as the teacher.
Visual supports and literacy strategies for people with disabilities in emplo...Spectronics
This document discusses various visual supports and literacy strategies that can help people with disabilities succeed in employment. It describes barriers people with disabilities face in employment like learning new tasks and problem solving. It then recommends engaging individual interests and providing structure and support. Some workplace adjustments are suggested like using visual prompts, pictures, and clear instructions. Different types of visual supports are outlined in detail like calendars, schedules, timers, social stories, and video modeling to enhance communication. Specific software, online tools, and apps are provided as examples for creating and using visual supports.
The future of assistive technology will see continued emerging uses of technologies to support people with disabilities. These include further development of 3D printing, augmented reality, BYOD policies, cloud services, and wearable technologies like touch-free smartphones and remote control buttons. For assistive technology to be most successful, considerations must be given to user assessment and the role of users themselves in shaping new innovations.
Assistive technology tools for struggling students in post-secondary educationSpectronics
Assistive technology tools for struggling students in post-secondary education should be goal directed, supported within the curriculum plan, integrated with other technology, and supported with training and learning. The document provides examples of apps and software that can help with reading, writing, organization, note-taking, video creation, and more, as well as tips on using technology to minimize distraction and support cognitive load. Recommendations emphasize using technology to support, not replace, instruction.
Assistive Technology for Students with Moderate to Severe ImpairmentsSpectronics
These are the slides from the full-day Preconference Workshop presented by Amanda Hartmann, Speech Pathologist, Spectronics, for Special Educators as a part of the SPED Conference in Singapore, November 2014. It covers information on a variety of Assistive Technology to support Early Learning, Communication, Literacy, Behaviour and Social Skills.
Integrating Ipads into the Classroom: Secondary SchoolsSpectronics
This document summarizes Day 2 of a workshop on integrating iPads into secondary school classrooms. It discusses using iPads to differentiate instruction and accommodate all learners through the principles of Universal Design for Learning. Specific apps are recommended for reading, writing, organization, content creation, and note-taking. The presentation emphasizes designing for all students, not just the average, and providing multiple means of representation, engagement and action/expression. It concludes by discussing continuing education opportunities through online resources, conferences and social media.
Integrating Ipads into the Classroom: Primary SchoolsSpectronics
This document outlines an agenda for a professional development day on integrating iPads into primary school classrooms. The day will cover iPad tips and tricks, hands-on practice with key classroom apps, and exploring apps for literacy development, struggling literacy learners, content creation, classroom organization, and other learning areas. Presenters will demonstrate popular apps like Book Creator, Explain Everything and Popplet. The document encourages participants to implement one tip from the training and provides information on continuing education resources through Spectronics' website and social media platforms.
The document discusses the DynaVox T10 communication device and its features. It describes the different page sets and communication tools available, including PODD, NavBar, Master Page, WordPower, and text-based page sets. It also discusses the benefits of the various page sets and who they are recommended for. Accessories, settings, and resources available to support the DynaVox T10 are also summarized.
iPad Masterclass - East Coast Autism Support GroupSpectronics
This document provides information about an iPad masterclass presented by Spectronics Consultancy. The masterclass covered 7 apps for the iPad: Book Creator, Puppet Pals, 30 Hands, iMovie, Popplet, Scan QR Code reader, and Aurasma. It also included information on teacher tools like Kahoot, Todays Meet and Padlet. Additional free and paid apps were recommended. The document concluded with websites and apps to find more education apps.
iPad Integration for Everyone - East Coast Autism Support GroupSpectronics
This document outlines the schedule and content for an iPad integration workshop. The schedule includes sessions on basic iPad functions, assistive communication apps, literacy and numeracy apps, and apps to support social skills and behavior. It provides information on specific apps such as BitsBoard, PixNTell, iMovie, and Proloquo2Go. The document encourages using iPads to support communication, early learning, literacy development, numeracy, and managing behavior. It suggests resources for finding more apps and connecting with others using assistive technology.
This document discusses using iPads to support students with learning needs in mainstream classrooms. It introduces Universal Design for Learning principles of representation, action and expression, and engagement. It then lists and describes apps that can help with literacy, writing, reading, note-taking, and more. The document emphasizes that technology should enable meaningful engagement for students and discusses models like SAMR for selecting and using apps. It concludes by providing information on an iPad conference where these topics will be discussed further.
Ten ways to engage students in literacy learning using technologyAmanda Hartmann
Slides from my presentation at ATIA in Orlando, in January 2015. This workshop shared 10 awesome tools that can be used in the classroom to support literacy learning for any learner.
Slides from my presentation at AGOSCI, in Brisbane, May 2015. This fun workshop demonstrated lots of easy, practical, toe-tapping ideas for using Music to encourage language, communication and literacy. What the slides can't show.... me singing and dancing! Enjoy!
The document provides information about using technology to enhance literacy skills in classrooms. It begins by outlining three learning objectives related to identifying technology tools that support literacy development, tools that provide support for struggling literacy learners, and strategies for adapting tools for diverse learners. The document then discusses developing oral language, phonological awareness, and reading skills with examples of apps and activities. It emphasizes using both high-tech and low-tech options to develop literacy competencies across classrooms, small groups, and individuals.
The document discusses modeling communication using augmentative and alternative communication (AAC) apps. It begins by outlining learning objectives around implementing AAC systems, identifying key AAC apps, and customizing apps to support different communication needs. It then discusses various aspects of modeling communication using AAC apps, including choosing vocabulary, words, and word combinations to achieve communication functions. It emphasizes the importance of reliably and consistently modeling chosen words within natural interactions to support communication development.
Slides from my AGOSCI presentation, in Brisbane, May 2015. This presentation gave a quick snapshot of Matthew, who uses sign language, Proloquo2Go, and some speech to communicate. I share some practical ideas for how he is developing both his communication and literacy.
The document contains an agenda and materials for a workshop on public speaking and presentations. The agenda covers fundamentals of public speaking like managing fear, voice, eye contact, gestures, and dress. It also discusses types of presentations and speeches, analyzing audiences, choosing presentation tools, handling unexpected problems, writing presentations, and the importance of practice. The workshop includes sessions on self-image, credibility, types of presentations, analyzing audiences, presentation venues, learning styles, and mind mapping techniques for writing presentations. The goal is to provide attendees with skills and strategies for effective public speaking and presentations.
The iPad: Transformative technology for adults with disabilitiesSpectronics
This document discusses how the iPad can be a transformative technology for adults with disabilities. It summarizes a workshop that covered three sessions: iPad basics, using the iPad to support communication, and using the iPad to obtain and share information. The workshop showed how settings, apps, visual supports, text-to-speech, augmented reality, ebooks, and alternative keyboards can help people with disabilities communicate, learn, and participate independently. Attendees were encouraged to identify one new possibility they would implement, such as creating an ebook or using a new app, and to set a reminder to follow up on their goals.
Why Develop A Toolkit? (1/2 hour)
• Future building our classrooms - Planning for technology
trends and supporting evidence based practice
• Assistive Technology is too powerful not to have a plan
What is in my Toolkit? (3 hours)
1. Key components:
• Quality Indicators in Assistive Technology (QIAT)
• S.E.T.T. Framework
• Technology rubrics, decision-making frameworks and
AT search tools
• Action Research and data
2. What does your toolkit look like?
• Case studies and examples
• Developing your own toolkit – future actions
Personalised learning experiences are best taught in action. This workshop will be a combination of collaboration, discussion, sandpit time and hands on action using iPad / laptop as a facilitating tool. Solidifying the connections between curriculum content, planning and ICT. You will leave with a range of creative ideas and a clear plan of action for implementing personalised learning in your class. From concept to implementation this workshop will demonstrate by modelling what personalised learning looks like with you as the participant and Greg as the teacher.
Visual supports and literacy strategies for people with disabilities in emplo...Spectronics
This document discusses various visual supports and literacy strategies that can help people with disabilities succeed in employment. It describes barriers people with disabilities face in employment like learning new tasks and problem solving. It then recommends engaging individual interests and providing structure and support. Some workplace adjustments are suggested like using visual prompts, pictures, and clear instructions. Different types of visual supports are outlined in detail like calendars, schedules, timers, social stories, and video modeling to enhance communication. Specific software, online tools, and apps are provided as examples for creating and using visual supports.
The future of assistive technology will see continued emerging uses of technologies to support people with disabilities. These include further development of 3D printing, augmented reality, BYOD policies, cloud services, and wearable technologies like touch-free smartphones and remote control buttons. For assistive technology to be most successful, considerations must be given to user assessment and the role of users themselves in shaping new innovations.
Assistive technology tools for struggling students in post-secondary educationSpectronics
Assistive technology tools for struggling students in post-secondary education should be goal directed, supported within the curriculum plan, integrated with other technology, and supported with training and learning. The document provides examples of apps and software that can help with reading, writing, organization, note-taking, video creation, and more, as well as tips on using technology to minimize distraction and support cognitive load. Recommendations emphasize using technology to support, not replace, instruction.
Assistive Technology for Students with Moderate to Severe ImpairmentsSpectronics
These are the slides from the full-day Preconference Workshop presented by Amanda Hartmann, Speech Pathologist, Spectronics, for Special Educators as a part of the SPED Conference in Singapore, November 2014. It covers information on a variety of Assistive Technology to support Early Learning, Communication, Literacy, Behaviour and Social Skills.
Integrating Ipads into the Classroom: Secondary SchoolsSpectronics
This document summarizes Day 2 of a workshop on integrating iPads into secondary school classrooms. It discusses using iPads to differentiate instruction and accommodate all learners through the principles of Universal Design for Learning. Specific apps are recommended for reading, writing, organization, content creation, and note-taking. The presentation emphasizes designing for all students, not just the average, and providing multiple means of representation, engagement and action/expression. It concludes by discussing continuing education opportunities through online resources, conferences and social media.
Integrating Ipads into the Classroom: Primary SchoolsSpectronics
This document outlines an agenda for a professional development day on integrating iPads into primary school classrooms. The day will cover iPad tips and tricks, hands-on practice with key classroom apps, and exploring apps for literacy development, struggling literacy learners, content creation, classroom organization, and other learning areas. Presenters will demonstrate popular apps like Book Creator, Explain Everything and Popplet. The document encourages participants to implement one tip from the training and provides information on continuing education resources through Spectronics' website and social media platforms.
The document discusses the DynaVox T10 communication device and its features. It describes the different page sets and communication tools available, including PODD, NavBar, Master Page, WordPower, and text-based page sets. It also discusses the benefits of the various page sets and who they are recommended for. Accessories, settings, and resources available to support the DynaVox T10 are also summarized.
iPad Masterclass - East Coast Autism Support GroupSpectronics
This document provides information about an iPad masterclass presented by Spectronics Consultancy. The masterclass covered 7 apps for the iPad: Book Creator, Puppet Pals, 30 Hands, iMovie, Popplet, Scan QR Code reader, and Aurasma. It also included information on teacher tools like Kahoot, Todays Meet and Padlet. Additional free and paid apps were recommended. The document concluded with websites and apps to find more education apps.
iPad Integration for Everyone - East Coast Autism Support GroupSpectronics
This document outlines the schedule and content for an iPad integration workshop. The schedule includes sessions on basic iPad functions, assistive communication apps, literacy and numeracy apps, and apps to support social skills and behavior. It provides information on specific apps such as BitsBoard, PixNTell, iMovie, and Proloquo2Go. The document encourages using iPads to support communication, early learning, literacy development, numeracy, and managing behavior. It suggests resources for finding more apps and connecting with others using assistive technology.
This document discusses using iPads to support students with learning needs in mainstream classrooms. It introduces Universal Design for Learning principles of representation, action and expression, and engagement. It then lists and describes apps that can help with literacy, writing, reading, note-taking, and more. The document emphasizes that technology should enable meaningful engagement for students and discusses models like SAMR for selecting and using apps. It concludes by providing information on an iPad conference where these topics will be discussed further.
Switched onto Successful Access to Mobile TabletsSpectronics
Presentation looking at switch access to tablets including assessment, considerations for success and a look at connecting a switch to both Android and Apple platforms.
Using iPads to support students struggling with literacy requirements of schoolSpectronics
This document discusses using iPads to support students struggling with literacy requirements in school. It provides an overview of various apps and features of the iPad that can help with reading, comprehension, organizing information, writing, and other executive functions. Specific apps and tools are recommended for text-to-speech, reading PDFs, audio recording, screencasting, eBooks, note taking, word prediction, speech recognition, and referencing. The document encourages sharing ideas in pairs and setting reminders to implement new tools learned.
Integrating iPads into the Classroom - March 2014 WorkshopSpectronics
These slides were prepared for professional development training in Sydney Cluster schools in March 2014, and include information to help educators successfully integrate the iPad into their mainstream classroom.
Developing switch skills with apps and softwareSpectronics
The document discusses developing switch skills for individuals with disabilities through the use of assistive technologies like switches, head mice, and eye gaze systems. It provides resources on switch assessment, stepping stones for developing switch skills from single to multiple switch use, switch interfaces for computers and iPads, and switch accessible apps. The goal is to help individuals learn switch access to access assistive and augmentative communication apps and software.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Pride Month Slides 2024 David Douglas School District
Making AAC in the Classroom Work!
1. INT-OO5:
Making AAC in the
classroom work!
Amanda Hartmann
amandahartmann88@gmail.com
!
Thursday, Jan 29 from 4:30 PM-5:30 PM
Handouts are available at:
www.atia.org/orlandohandouts
1
12. Learning Objectives
• Participants will be able to identify 3 major roadblocks to
success of AAC in the classroom and how to overcome
these
• Participants will be able to apply at least 5 key strategies for
AAC instruction in the classroom
• Participants will be able to develop at least 5 interactive
classroom activities to support the AAC needs of students
with complex communication needs.
2
Handouts are available at:
www.atia.org/orlandohandouts
13. AAC in the classroom
Amanda Hartmann, Speech Pathologist, ATIA 2015
20. Be consistent.
Regular and reliable.
Repetition with variety.
Amanda Hartmann, Speech Pathologist, ATIA 2015
21. Be flexible.
Be ready to change and evolve.
Amanda Hartmann, Speech Pathologist, ATIA 2015
22. Vocabulary planning
Customise & Personalise
Success depends on planning the
right vocabulary and activities
Amanda Hartmann, Speech Pathologist, ATIA 2015
23. Classroom Communication Activities
vs Individual Communication Systems
Plan AAC as a part of your
classroom programming, and
individual systems can evolve on
the back of that.
Amanda Hartmann, Speech Pathologist, ATIA 2015
24. Easy to access AAC resources
20 second rule
Amanda Hartmann, Speech Pathologist, ATIA 2015
30. People must learn how to:
Model
Prompt & fade
Create communication opportunities
Respond to communication attempts
Manage their timing
Customise & personalise vocab
Amanda Hartmann, Speech Pathologist, ATIA 2015
31. Get an AAC Champion
Identify key people to
support and buddy with
others
Amanda Hartmann, Speech Pathologist, ATIA 2015
32. SHARE Share what works
Share what doesn’t work
Share resources
Amanda Hartmann, Speech Pathologist, ATIA 2015
33. DELEGATE
What task can be shared?
Match tasks to people’s strengths
Amanda Hartmann, Speech Pathologist, ATIA 2015
34. Putting all your eggs
in one basket
Amanda Hartmann, Speech Pathologist, ATIA 2015
Roadblock #3
35. KEEP THE OLD
Don’t make way for new AAC
strategies/tools without
considering whether the old
systems still have a place and
value
Amanda Hartmann, Speech Pathologist, ATIA 2015
36. AND
LOW/ LIGHT TECH HIGH TECH
Amanda Hartmann, Speech Pathologist, ATIA 2015
Not either, or….
52. Amanda Hartmann, Speech Pathologist, ATIA 2015
What is already happening…
Calendar work
Role/Names
Weather
Feelings
Words of the week
Daily Schedule
53. Amanda Hartmann, Speech Pathologist, ATIA 2015
What to ADD to make it more focused on
communication and interaction…
News telling
Show & Share
Singing
Shared reading
Shared class activities
& much more!!!
54. Problem solving & communicating
through difficult behaviours
Amanda Hartmann, Speech Pathologist, ATIA 2015
68. Amanda Hartmann, Speech Pathologist, ATIA 2015
Bag game
Collins Big Cat
Toca TailorMy Playhome
Make me a
Monster
Toca Kitchen
Monsters
Core word vocab
with interactive apps
76. Photo based chat books
Amanda Hartmann, Speech Pathologist, ATIA 2015
I like reading books!
77. • greetings (eg. Hey!)
• openers (eg. What’s up? How are you?)
• commenting/ continuers (eg. cool, awesome,
bummer, Really? Tell me more) ***most common
• Often not included in an AAC vocabulary system
Social interaction vocabulary
Amanda Hartmann, Speech Pathologist, ATIA 2015
78. Snappy chat
The range of apps by Snappy Chat -
have great vocab for Social interaction
Amanda Hartmann, Speech Pathologist, ATIA 2015
79. Give praise and compliments to students and staff
Amanda Hartmann, Speech Pathologist, ATIA 2015
111.
Thank you for attending this session
4
• CEUs – Session Code: XXX-YY
• More info at: www.atia.org/CEU
• For ACVREP, AOTA and ASHA CEUs, hand in completed Attendance Forms to
REGISTRATION DESK at the end of the conference. Please note there is a $15 fee
for AOTA CEUs.
• For general CEUs, apply online with The AAC Institute: www.aacinstitute.org
• Session Evaluation: https://www.surveymonkey.com/r/INT-005
• Please help us improve the quality of our conference by completing your session
evaluation form.
• Completed evaluation forms should be submitted as you exit or to staff at the
registration desk.
• Handouts
• Handouts are available at: www.atia.org/orlandohandouts
• Handout link remains live for 3 months after the conference ends.
Handouts are available at: www.atia.org/orlandohandouts