Posted April 29, 2015 in Stories and Strategies for Success
Some of the realities of teaching in a K-1 (in reality Pre-4th grade), self-contained classroom for students with intellectual disabilities are as follows:
Posted April 22, 2015 in Making AAC Work
The vocabulary available to AAC users can have a huge impact – both positive and negative- on their writing. There are three basic categories of vocabulary sets. (Musselwhite&Hanser, 2004)
Posted April 15, 2015 in Communicators in Action
Like any other teenager, I used to try to take the easy way out in doing certain things. One of those things was communicating my needs and wants to my care givers. I would try to get away with typing a word or two to express what I wanted to say, instead of typing a whole sentence.
Posted April 8, 2015 in Stories and Strategies for Success
Each time I teach my graduate class I try to invite at least one AAC user in as a guest speaker to share their story with the students in the class. It never ceases to fill my students with awe and appreciation for the challenges that AAC users face on a daily basis. My students often list it as one of their favorite experiences during my class.
Posted April 1, 2015 in Stories and Strategies for Success
We teach parents and caregivers the best way to help their child to learn to use a communication device to talk is to respond, respond, respond. That means no matter which button gets pushed and words spoken the parents are to respond as though it was purposeful. We compare it to verbal speech development.