Vocabulary selection for AAC devices

In all the blogs leading up this one, I have talked about the importance of AAC devices in the classroom. Now I will be discussing different vocabulary used for different grade levels.

Kindergarten (story time):
*Besides common words like you, I, no, yes, etc
All
Are
Ate
Be
Black
Brown
But
Come
Did 
Do
Eat
Four 
Get
Good
Has
He
Into
Must
Like
Food
New
Now
On
Our
Out
Please
Pretty
Ran
Right
Saw
Say
She
So
Soon
That
There
They
This
Too
Under


Fourth and fifth grade (nature hike):
*Besides basic words like I, me, saw, see, etc
Trees
Levels
Bugs
Animals
Grass
Rocks
Logs
Clouds
Green
Brown
Light

High school (at the mall):
*Besides basic words such as I, you, me, etc
Wanted
Pizza
Food
Court
Clothes
Shirt
Pants
Jacket
Sports
Football
Toy
Watch
Jewelry
Sit
Eat
Walk
Fun
Friends
Love
This
Buying
Bought
Money
Here

Here is a video of a child using an AAC device. This video shows how awesome these devices are for kids that need them and how they can finally communicate with help. Timmy was once in life skills, but with his AAC device he is now in an inclusive classroom.

http://www4.esc13.net/uploads/low_incidence/docs/BTH2013/Friday/Vinson_CoreVocabulary.pdf

Ecological inventory and AAC devices

As an English teacher, I think it's easy for a the questions  who, what, when, and why to come up in general conversation. I think the first step is to allow your non verbal students to have a voice and encourage them to raise their hand and get involved with the discussion. The AAC device at first may take time for the student and all his or her teachers to get the hang of, but with the correct modeling done it should take no time at all. It's also best to start off with small targets and allow students to build their confidences. Make sure you listen to your student as they communicate with you.


Additional strategies:

1. Sitting closer to the teacher or aids in the classroom incase issue arise.
2. Partner student with a stronger student in the class for pair activities.
3. Educator should try and come up with easy ways to incorporate AAC device into everyday classroom life.
4. Support student so they will participate in discussions/small groups. 

This video shows how the students use their AAC devices to communicate with their teacher and peers. 

Student's AAC device being designed for their community and home use

I mentioned in my prior blog a little bit about how AAC devices can be designed the demands of both the community and home, but here are some other options besides culture, activities, and favorite places.

Examples of at home:

1. Students can participate in birthday celebration
2. Family functioning
3. Participation in religious activities

Examples of in the community:

1. Participating in scouting 
2. Assemblies 
3. Field trips

Here is a picture of a younger child using his AAC device at home to communicate with his mother about dinner.

Assistive Technology in the Classroom Enhancing the School Experience of Students with Disabilities 

The importance of augmentative communication systems at home and in the community

In the last two blog posts, I talked about the importance of a non verbal student using AAC devices in the classroom, but it's equally as important for them to use their device to communicate with there family and community. When students use it in place other than school it helps to reinforce what they've learned at school. In order for this to work, there needs to be a collaboration between students and parents so the carryover is appropriate. This means the teacher needs to know what the students actives are, places they frequent within the community, and a little bit about their culture. School and home/community have different communication demands. Training for family is vital to the success of the child in his or her home and community. 


Here is a picture of a little boy with autism using his AAC device to communicate with his grandfather.

Assistive Technology in the Classroom Enhancing the School Experience of Students with Disabilities 

Argumentative communication systems and IEPS

In the prior blog I talked about the importance of argumentative communication system and how they can give students the voice in the class they do not possess and allows them to interact with peers. In this blog, I will talk about the how argumentative communication systems can be integrated into IEPs. 

Firstly, argumentative communication systems should be considered for all non-speaking students and once the IEP decides it is an important tool for the child to have in class it should be outlined in an IEP. The IEP should also include how the augmentative communication system should will be used by the student on a day to day basic in the classroom (both instructional and non instructional periods). The team will make objective and goals based on the students continued use of the argumentative communication system. 

Here are some examples of communication goals in an IEP:

1. The student will increase his or her use of appropriate communication with unfamiliar partners within the community.
2. The student will independently change his or her augmentative communication device without assistance or prompts.
3. The student will communicate more complex messages by selecting the three-icon-sequence. 

The goals and objectives depend on each individual student and their specific needs.

This video shows Bella, a non verbal child with Down Syndrome, use an augmentative communication device to communicate with the secretary at he speech therapist's office. She was able to become classroom monitor in her classroom because of her AAC device. 


Assistive Technology in the Classroom Enhancing the School Experience of Students with Disabilities 

Teacher strategies to overcome "learned helplessness"

As educators, we have all encountered a student who may feel like taking an active role in their classroom environment, but sometimes special education students do not have an option because they are non-verbal. We have to do our best to encourage them to speak via their augmentative communication system so they are able to interact with their peers and have an active role in the class. 

Here are some tips for learned helplessness:

• Build daily exception of communication though choosing activities such as picking a book to read, figuring out what they want to do during recess, or letting them choose what to eat for lunch.
• Have a daily report that the student communicates to their parents.
• Allow the student to be a multitude of environments even if they are set up for less support.
• Allow the student to use his or her augmentative communication system when making choices whenever possible.
• Give students powerful phases on their device to protest something.

Assistive Technology in the Classroom Enhancing the School Experience of Students with Disabilities 

Additional Educational Resources

Here are some wonderful Math resources:

iPad/iPhone (apps align with CC):
*All apps are free unless otherwise noted

1. Demos -- This is a graphing calculator, but offers adaptions such as zooming. 
2. Sketchpad Explorer -- User can drag, manipulate, and animate visual math to help develop a better understanding of math concepts. 
3. Geometry Pad -- User can  create shapes, explore and change properties, and calculate metrics. Also offers a zoom feature.
4. Algebra Genie -- Interactive textbook. Helps students learn through fun. Some of the topics covered are exponents, linear relations, and systems of equations. Price varies between $1.99 and $2.99 for each topic.
5. Probability Tools -- Interactive application for students to perform probability trials. Sections can be modified. This cost $1.99
6. Math Ref -- Offers over 700 formulas for math and science. Some helpful options are the search bar, can print formulas out, editable notes, and zoomable equations. 

Websites:
* If you click the link of each name it will take you to the website

1. MathTV -- Offers math videos for students to watch. Students can search via topic or by their textbook.
2. Math Frame -- thousands of interactive math games. Helps students develop mathematical thinking skills.
3. The Math Forum -- Run by Drexel University. It offers puzzles, mentoring, problem solving, and so much more. Students are able to learn in a fun way. 
4. Math Drills -- Thousands of Math drills are offered on this website. Can be used at home and worksheets can be enlarged. It goes all the way from K-Pre Calc.
5. Absurd Math -- Interactive game where users have to solve math problems. 

Online Activities:
*If you click on the link of each name it will take you to a website

1. Mathalicious -- teaches students though things they care about such as sports and shopping.