THese slides are the poster session content shared on the Council for Exceptional Children Convention and Expo 2015.

1. In-service Training in AAC for
Mexican Teachers in Inclusive
Settings.
Poster Session
Session Leader
Priscila T. Rodriguez Cota, M.D.
prodriguezc@enehrl.edu.mx
Co-Presenter
Pamela H. Estrada Núñez, M.D.
pestradan@enehrl.edu.mx

2. • In the framework of the inclusive education in México the
Escuela Normal de Especializacion Humberto Ramos
Lozano has joined to the arduous task of improving the
education from its own quality policy which has
established a commitment to provide training for special
education teachers, as well as contribute to the
continuous updating of teachers in service, through the
Master's Degree in Inclusive Education, and the design
and implementation of courses, workshops and an
annual Congress.
• Therefore one of the Workshops focuses on
Augmentative- Alternative Communication Systems
(AACS).
Priscila T. Rodríguez Cota, M.D. Pamela H. Estrada Núñez, M.D.
prodriguezc@enehrl.edu.mx pestradan@enehrl.edu.mx

3. • The continuous learning as key of education systems quality.
Today demands for teachers require them to have several competencies for a changing society, therefore a
continuous updating. (Casanova, 2011), (Rodríguez, 2009)
• Communication as a tool of the integral development of the human being .
Every human being must have basic communication skills because they allow conceive, design, modular and
messages within parameters socially acceptable; they serve as a necessary condition for achieving other skills
to interact effectively in social situations and achieve the self/determination and self/advocacy (Reyzábal,
2009, (Owens, 2006), (Romero, 2008), (Wandry, Wehmeyer and Lor-Scheib , 2013).
The term Augmentative and Alternative Communication (AAC) refers to the methods, tools, and theories of the
use of nonstandard linguistic and nonlinguistic forms of communication by and with individuals without or
with limited functional speech, that allows to establish functional communication acts. (Tamarit, 1993),
(Loncke, 2014)
• Universal Design for Learning (UDL) involves the design of environments, products, programs and services
that can be used by all the people making reasonable adjustments (Palacios R. A., & Bariffi, F. J. , 2014).
On principle number four refers the importance of effective transmission of needed information to the
user. (Casanova, 2011)

4. • To develop didactic competencies
which improve their performance to
respond to diversity, specifically on
special educational needs
associated with communication.
Priscila T. Rodríguez Cota, M.D. Pamela H. Estrada Núñez, M.D.
prodriguezc@enehrl.edu.mx pestradan@enehrl.edu.mx

5. Communication development: stages, processes,
components and functions.
Augmentative - Alternative Communication
Systems (AACS) .
National and International policies that support
education of quality, accessibility, equal
opportunities and eliminating learnings and
participation barriers.
Instructional methodologies from the Universal
Design of Learning (UDL) and Life Centered
Education (LCE) approaches.
ICT's on augmentative communication.
Priscila T. Rodríguez Cota, M.D. Pamela H. Estrada Núñez, M.D.
prodriguezc@enehrl.edu.mx pestradan@enehrl.edu.mx

6. To evaluate augmentative communication (motor skills, visual, and selection
of vocabulary and reinforcements).
To identify and analyze communication needs (language components,
development stages, communicative functions).
To develop skills for an appropriate usage of strategies and
techniques for training on AACS.
To enable generalization and maintenance of functional communication
using AACS, teachers must derive instructional proposals under the
Universal Design of Learning (UDL) approach.
To design, implement and develop AACS using practical and functional
resources.
To use strategies to ensure transition from low-tech to high technology
AACS.
To design learning situations based on a Life Centered Education model, to
promote the AAC implementation for early childhood through the
employment training.
Priscila T. Rodríguez Cota, M.D. Pamela H. Estrada Núñez, M.D.
prodriguezc@enehrl.edu.mx pestradan@enehrl.edu.mx

7. To recognize the people rights to communicate.
To be aware of the impact on students life's to
achieve functional communication.
To recognize their responsibility and professional
ethics to respond to diversity.
To increase awareness to participate on
communication acts with AACS users.
To appreciate the importance of collaborative work to
facilitate the acceptance and appropriate use of
AACS.
To generate learning environments to respond the
diversity, through respect, acceptance, empathy and
solidarity promotion of AACS users.
Priscila T. Rodríguez Cota, M.D. Pamela H. Estrada Núñez, M.D.
prodriguezc@enehrl.edu.mx pestradan@enehrl.edu.mx

8. High interest to obtain elements to help their
students.
A better understanding of an inclusive educational
vision in order to respond the diversity, under a
Universal Design of Learning and Life Centered
Education approach.
Improvement on their skills to analyze the
information and identify students educational
needs.
Development skills for an appropriate usage of
techniques for the AACS training.
Priscila T. Rodríguez Cota, M.D. Pamela H. Estrada Núñez, M.D.
prodriguezc@enehrl.edu.mx pestradan@enehrl.edu.mx

9. They were more interested and committed
on their duty and work.
They got how important is to systematize
the information on decision making and
keeping track of students.
Designed and elaborated materials for the
AACS usage and share ideas with
colleagues.
Priscila T. Rodríguez Cota, M.D. Pamela H. Estrada Núñez, M.D.
prodriguezc@enehrl.edu.mx pestradan@enehrl.edu.mx

10. 1. On program studies of training teachers schools,
communication development and strategies that
allow teachers to respond to diversity from the AAC,
must be integrated.
2. Keep the ongoing training of in-service teachers,
addressing this important subject within courses,
workshops or specialties.
3. A culture of acceptance with respect on participation
and usage of communicative interactions, with AACS
users must be promoted among teachers.
Priscila T. Rodríguez Cota, M.D. Pamela H. Estrada Núñez, M.D.
prodriguezc@enehrl.edu.mx pestradan@enehrl.edu.mx

11. • Casanova, Ma. A. (2011). Educación inclusiva: un modelo de futuro. Madrid: Wolters Kluwer.
• Espejo, Begoña (2001). Evaluación de Comunicación Aumentativa. In Torres. M. Santiago (coord.)
Sistemas Alternativos de Comunicación. Manual de comunicación aumentativa y alternativa:
sistemas y estrategias (pp. 261- 285), Málaga: Aljibe.
• Loncke, F. (2014). Augmentative and Alternative Communication. Models and applications for
educators, speech-language pathologists, psychologists, caregivers and users. San Diego, CA:
Plural Publishing.
• Owens, R. (2011). Desarrollo del Lenguaje. 5th. Edition, (pp. 72 – 103), España: Pearson Prentice
Hall.
• Palacios Rizzo, A., & Bariffi, F. J. (2014). La discapacidad como una cuestión de derechos
humanos. Una aproximación a la Convención Internacional sobre los Derechos de las Personas
con Discapacidad.
• Reyzábal, Ma. V. (1993-2001). La comunicación oral y su didáctica (6th. Edition). Madrid: La
Muralla.
• Reyzábal, Ma. V. (2009). Competencias Lingüísticas y Educación Inclusiva. In Ma. A. Casanova &
H. J. Rodriguez (Coords.), La Inclusión educativa, un horizonte de posibilidades (pp. 47-82).
Madrid: La Muralla.
• Rodríguez, H. (2009). La Inclusión Educativa y la formación de profesores de educación especial.
In Ma. A. Casanova & H. J. Rodríguez (Coords.), La Inclusión educativa, un horizonte de
posibilidades (pp. 99- 125). Madrid: La Muralla.
• Romero. C. S. (2008). La participación de los Padres en el proceso de rehabilitación del lenguaje:
Programa y Resultados”, México: Universidad Autónoma de San Luis Potosí.
• Torres, S. & Mª. V. Gallardo (2001). Introducción a los Sistemas de Comunicación Aumentativa
(SCA), (pp. 25-42). In S. T. Monreal (coord.) Sistemas alternativos de comunicación. Manual de
comunicación aumentativa y alternativa: sistemas y estrategias. Málaga: Aljibe.
• Valdéz, D. (2010). Ayudas para aprender: trastornos del desarrollo y prácticas inclusivas. Buenos
Aires: Paidós.
• Wandry, D., M. L. Whenmeyer & S. Glor-Scheib (2013). Life Centered Education. Teacher´s Guide.
Arlington, VA: Council for Exceptional Children.

12. Escuela Normal de Especialización
Humberto Ramos Lozano
Monterrey, Nuevo León, México.
www.enehrl.edu.mx
Priscila T. Rodríguez Cota, M.D. Pamela H. Estrada Núñez, M.D
prodriguezc@enehrl.edu.mx pestradan@enehrl.edu.mx
priscilardzcota@gmail.com pamelaestrada@hotmail.com