Adapt, Accommodate, IntegrateACC In the Curriculum

Adapt, Accommodate, IntegrateACC In the Curriculum

Grace O. Williams, M.Ed., CCC-SLP

Augmentative Communication Services

921 Tilghman Forest Dr.N. Myrtle Beach, SC 29582

843-280-5976gwilli5341@aol.com

Communication Time Is All The Time And Thus:

Communication Time Is All The Time And Thus:

For the AAC user and the primary caregiver, it is a 24/7 endeavor.

For related service specialists, it is an each and every session priority.

For the teacher & educational assistant, it is an all day, every day requirement.

Typical School DayTypical School Day

58% to academic58% to academic 23% to non-academic-music, art, PE23% to non-academic-music, art, PE 19% to non-instructional activities 19% to non-instructional activities

transitions, class businesstransitions, class business

Overall=30% of time in teacher-led Overall=30% of time in teacher-led settings and 70% in seat work.settings and 70% in seat work.

Adaptation Adaptation involves the development of devices or methods designed specifically to assist persons with disabilities to perform daily tasks. It is something specifically created which is not normally used by other people.

Supports forSupports for Functional Use of AAC Functional Use of AAC

Supports forSupports for Functional Use of AAC Functional Use of AAC

Supports forSupports for Functional Use of AAC Functional Use of AAC

Supports forSupports for Functional Use of AAC Functional Use of AAC

AccommodationAccommodation is a change or an adjustment in routine, method, or approach, which may be used by people with or without disabilities. Whenever possible it is desirable to make accommodations that will assist students in compensating for skills they lack before using adaptations.

Integration is coordinating and combining diverse parts into a harmonious whole. These definitions are ones we have adopted based on our review of the research and our clinical experience.

Supports forSupports for Functional Use of AAC Functional Use of AAC

Supports forSupports for Functional Use of AAC Functional Use of AAC

Four Communication Purposesin Classrooms

Four Communication Purposesin Classrooms

Conversation/interactionConversation/interactionAcademic participationAcademic participationLanguage/literacy learningLanguage/literacy learningWants and needsWants and needs

AAC System LimitationsAAC System LimitationsAAC System LimitationsAAC System Limitations

Inadequate or limited vocabularyInadequate or limited vocabulary Undeveloped accessUndeveloped access Equipment breakdownEquipment breakdown Aging equipmentAging equipment Transition from one system to anotherTransition from one system to another Time intensive maintenance Time intensive maintenance Environmental obstaclesEnvironmental obstacles

Classroom Modifications &Instructional StrategiesClassroom Modifications &Instructional Strategies

Worksheets and other Worksheets and other Written activitiesWritten activities

Reading, Textbooks, Reading, Textbooks, Handouts and ArticlesHandouts and Articles

LecturesLectures Daily Organization Daily Organization

and Study Strategiesand Study Strategies

Handwriting Handwriting AccommodationsAccommodations

Mathematics-Mathematics-calculation/conceptscalculation/concepts

Long Term Projects, Long Term Projects, Reports, HomeworkReports, Homework

DiscussionsDiscussions

Seven Critical Components of Early Literacy InstructionSeven Critical Components of Early Literacy Instruction

1. Allocated time for daily, highly focused 1. Allocated time for daily, highly focused literacy instructionliteracy instruction

2.Consistent routines for teaching big ideas of 2.Consistent routines for teaching big ideas of early literacyearly literacy

3. Explicit instruction for new letter names and 3. Explicit instruction for new letter names and soundssounds

4. 4. . Daily “scaffolded” or assisted, practice . Daily “scaffolded” or assisted, practice with auditory phoneme detection, with auditory phoneme detection, segmenting and blendingsegmenting and blending

Seven Critical Components of Early Literacy InstructionSeven Critical Components of Early Literacy Instruction

5. Immediate corrective feedback5. Immediate corrective feedback 6. Daily application of new knowledge at 6. Daily application of new knowledge at

the phoneme and letter-sound levels across the phoneme and letter-sound levels across multiple and varied literacy contexts.multiple and varied literacy contexts.

7. Daily review7. Daily review

CHARACTERISTICS OF BOOKS FOR EMERGENT READERSCHARACTERISTICS OF BOOKS FOR EMERGENT READERS

Interest and AppealInterest and Appeal

Developmentally Appropriate Themes and TopicsDevelopmentally Appropriate Themes and Topics

PredictabilityPredictability

Teacher EnthusiasmTeacher Enthusiasm

Pictures are used to predict the wordsPictures are used to predict the words There is precise matching of key parts of There is precise matching of key parts of

illustrations to individual wordsillustrations to individual words One word sentences are introduced in a repetitive One word sentences are introduced in a repetitive

sequencesequence Repetition, rhyme and rhythm are widely usedRepetition, rhyme and rhythm are widely used One, or very few incidents and one or two One, or very few incidents and one or two

characters are introducedcharacters are introduced Pictures signal change in textPictures signal change in text

Early Emergent LevelEarly Emergent Level

Emergent LevelEmergent Level

Key word captions become simple Key word captions become simple sentences.sentences.

Challenges are placed at the end of a Challenges are placed at the end of a sentence.sentence.

Illustrations and text still match exactly and Illustrations and text still match exactly and move in a left-to-right sequence.move in a left-to-right sequence.

Early Reading LevelEarly Reading Level

Stories are more complex and sentences are longerStories are more complex and sentences are longer Repetition is still a feature, although there are now Repetition is still a feature, although there are now

two words, or more, changed in the text.two words, or more, changed in the text. Text and pictures are not as directly related.Text and pictures are not as directly related. Text itself is becoming important. For example: Text itself is becoming important. For example:

text is often printed on the left-hand side, rather text is often printed on the left-hand side, rather than as a straightforward caption to the picture.than as a straightforward caption to the picture.

Dialogue is shown in a variety of ways (e.g., bold Dialogue is shown in a variety of ways (e.g., bold print for responses, bubbles to indicate speech).print for responses, bubbles to indicate speech).Increasingly wider vocabulary is introducedIncreasingly wider vocabulary is introduced

Independent Book InteractionsIndependent Book Interactions

BrowsingBrowsing A student rapidly flips through pages A student rapidly flips through pages of a book which requires the least amount of of a book which requires the least amount of sustained attentionsustained attention

Silent StudySilent Study A student looking at the A student looking at the illustrations in bookillustrations in book

Pretend ReadingPretend Reading Mock reading of a book Mock reading of a book alone, with a partner or in a groupalone, with a partner or in a group

ConventionalConventional Standard reading with Standard reading with recognition of words and sentencesrecognition of words and sentences

WritingWriting

Takes one to three years for typically Takes one to three years for typically developing children to figure our developing children to figure our

how to use tools for writing.how to use tools for writing.

What do we expect from children with What do we expect from children with disabilities?disabilities?

Drawing, Scribbling, Writing DevelopmentDrawing, Scribbling, Writing Development

DrawingDrawing Using a picture for the entire Using a picture for the entire composition or embedding pictures with other forms of composition or embedding pictures with other forms of writingwriting

Scribble-WavyScribble-Wavy A continuous or pointed line form A continuous or pointed line form (with or without breaks) without definitions of letters(with or without breaks) without definitions of letters

Scribble-lineScribble-line Letter-like similar to scribble wavy Letter-like similar to scribble wavy but some of the forms that have features of lettersbut some of the forms that have features of letters

Letter-like UnitsLetter-like Units Closely related to letter-like Closely related to letter-like scribble but they resemble printed lettersscribble but they resemble printed letters

Providing Access to WritingProviding Access to Writing

rubber stampsrubber stamps sponge stampssponge stamps tennis ball penstennis ball pens t-bar graspt-bar grasp blow pensblow pens magnetic boardsmagnetic boards foam shapes and foam shapes and

Velcro sensitive Velcro sensitive surfacesurface

Provide a Variety of Things to Write With and On

magna doodlemagna doodlewipe clean slateswipe clean slatesbattery operated battery operated

toystoyscomputer computer

softwaresoftware

Selecting SoftwareSelecting SoftwareSelecting SoftwareSelecting Software

Determine the goal that will be targetedDetermine the goal that will be targeted Identify learning style of the usersIdentify learning style of the users Determine teaching style of trainerDetermine teaching style of trainer Identify types of setting(s)Identify types of setting(s) Know type of technical support availableKnow type of technical support available Assure software is compatible with systemAssure software is compatible with system Select software with an identified purpose Select software with an identified purpose

Types of SoftwareTypes of Software

For Learners Dill and PracticeDill and Practice

TutorialTutorial Simulations and Simulations and

strategy Gamesstrategy Games Exploration but not Exploration but not

gamesgames

For Trainers Authoring ProgramsAuthoring Programs Data and Information Data and Information

Management Management TutorialTutorial

Guidelines for SoftwareGuidelines for Software

Opened ended to permit experiencingOpened ended to permit experiencing Easily integrated into curriculum with guidelines for doingEasily integrated into curriculum with guidelines for doing Prerequisite skills should be identifiedPrerequisite skills should be identified Learner characteristics should be indicatedLearner characteristics should be indicated Graphics, sound and animation should be high quality without Graphics, sound and animation should be high quality without

distractiondistraction Immediate positive feedback or reinforcement providedImmediate positive feedback or reinforcement provided Coaching for guidance or effective direction for incorrect responsesCoaching for guidance or effective direction for incorrect responses There should not be a long delay in providing feedbackThere should not be a long delay in providing feedback

Guidelines for SoftwareGuidelines for Software

Small increments of difficulty between levelsSmall increments of difficulty between levels Text should use size and color and screen location that Text should use size and color and screen location that

make words clearmake words clear Graphics should be easily recognizableGraphics should be easily recognizable On screen instructions must be simple, clear and conciseOn screen instructions must be simple, clear and concise Incorrect commands should not shut down the systemIncorrect commands should not shut down the system Users should never get stuckUsers should never get stuck Software should support independent use by learnersSoftware should support independent use by learners

Selecting Software Selecting Software for Specific Learnersfor Specific LearnersSelecting Software Selecting Software

for Specific Learnersfor Specific Learners Should related to learner’s life (real life situations)Should related to learner’s life (real life situations) Subject must be enjoyableSubject must be enjoyable Topic must be of interest to person and the skill Topic must be of interest to person and the skill

levellevel Text & audio should be at appropriate levelText & audio should be at appropriate level Graphics and text should be age appropriateGraphics and text should be age appropriate Users should understand commands and the input Users should understand commands and the input

devices that are available for usedevices that are available for use

BoardmakerBoardmakerBoardmakerBoardmaker

Mayer Johnson graphic database of 4500 symbols in clipart form of Picture Communication

Symbols. Program allows symbols to be reduced or enlarged to any size. The built-in drawing

program permits creation of custom communication boards and materials. A large number of premade grids of communication

devices and overlays are included.

Intellitools Classroom SuiteIntellitools Classroom SuiteIntellitools Classroom SuiteIntellitools Classroom Suite

A fully integrated package of the Intellipics Studio 3, A fully integrated package of the Intellipics Studio 3, IntelliMathics 3 and IntelliTalk 3IntelliMathics 3 and IntelliTalk 3

A single larger program which features:A single larger program which features: a unified graphic interface and shared tools, including answer a unified graphic interface and shared tools, including answer

checking with record and report creation,checking with record and report creation, Word Prediction, Word Prediction,

whole protected work environment and universal access.whole protected work environment and universal access.

BuildibilityBuildibility BuildibilityBuildibility

An authoring program by Don Johnston for useby both teachers and students.

This easy to use program employs a Click-to-Create toolbar that lets students build a pagewithout using menus. Can combine animateddrawings, graphics, text, speech and sounds to

create original multi-media stories. BuildAbility'sexclusive Drawmation™ let students createimages that are built in front of their eyes.

Writing With SymbolsWriting With SymbolsWriting With SymbolsWriting With Symbols

A word/picture processing program byMayerJohnson that allows the individual totype words and have the option of havingpicture symbols (Picture Communication

Symbols) quickly pop in with each word. Canbe used by teachers and parents to make

picture materials, for writing with pictures byperson who are not text ready and for talking

word processing by text users.

Picture ItPicture ItPicture ItPicture It

Slater Software that adds picture symbols to text.Tool can adapt classroom materials or make

communication boards. Over 3,750 high-resolutionpictures. Builds literacy and language skills in

clients with mild to severe physical, cognitive andspeech delays, ESL, hearing impairments, etc.

Multiple features for customizing your documentsto fit individual needs.

PixReaderPixReaderPixReaderPixReaderA Slater Software program that provides a multisensory reading

experience-combining text with picture symbols and spoken output in a synchronized, sequential, word-by-word format.

Requires full version of Picture It.

PixWriterPixWriterA writing tool by Slater Software that includes on-screen A writing tool by Slater Software that includes on-screen

buttons, 1,850 full pictures, text, and speech.buttons, 1,850 full pictures, text, and speech.

Co:Writer SOLOCo:Writer SOLO

A talking word prediction program by Don Johnston which can be used to enable students to express their thoughts in

writing with less frustration. This powerful writing intervention includes FlexSpell™ and eWord Bank- to give

students the tools they need to construct quality, content-rich sentences. Emerging writers can use FlexSpell to write

the words they want, even if they can only spell them phonetically. Developing writers get immediate grammar support to improve the quality of their work. Co:Writer

makes it possible for students to practice the art of writing every day.

Balanced Literacy Balanced Literacy

IntelliTools reading program that provides a complete year of literacy instruction at a K-2

grade skill level. There are 9 units built around a theme based anchor book featuring

animal stories. Phonics activities help students master essential decoding skills.

Guided writing and comprehension reinforce understanding and strengthen vocabulary.

Start to Finish BooksStart to Finish BooksStart to Finish BooksStart to Finish Books

A collection of supplemental high-interest, low-vocabulary stories by Don Johnston for students who are two or more grades behind in reading. There are three formats—"talking" computer

book, paperback book and audiocassette providing different levels of reading

intervention and support for independent reading. Gold level is grade 2/3 readibility and

blue level contains 4/5 readibility.

DraftBuilderDraftBuilderDraftBuilderDraftBuilder

A writing program and organizational tool by DonJohnston for use with a switch, on-screen keyboard or

alternate keyboard. Aids students who requireassistance to manipulate reference materials and takenotes or who are frustrated, reluctant writers. It hasbuilt-in speech and a talking spell checker. Teacher-made and standard templates help students write in

different genres, and the bibliographer features helpsstudents use standard research formats when working

on research papers.

KidspirationKidspirationKidspirationKidspiration

A writing program by Inspiration that helpsstudents K-3 see, organize, and develop theirideas. Using the proven principles of visuallearning, young readers and writers build

confidence in organizing information,understanding concepts and expressing their

thoughts.

Math as a Total SubjectMath as a Total Subject

NumbersNumbers CountingCounting

MeasurementMeasurement Time Time

CalendarsCalendars Size Size

ShapesShapes Money Money

PatternsPatterns

All these concepts are language rich All these concepts are language rich

and support functional communicationand support functional communication

Mathpad & PlusMathpad & PlusMathpad & PlusMathpad & Plus

By Intellitools, students can perform basic math directly on the By Intellitools, students can perform basic math directly on the computer!computer!

Addition, subtraction, multiplication and division possible using a Addition, subtraction, multiplication and division possible using a switch, Intellikeys keyboard, or mouseswitch, Intellikeys keyboard, or mouse

Checks problems and adds a check (correct) or dash (incorrect) on the Checks problems and adds a check (correct) or dash (incorrect) on the problem list after students completes problemproblem list after students completes problem

Mathpad Plus permits students to perform 3Mathpad Plus permits students to perform 3rdrd to 8 to 8thth grade grade mathFractions, decimals, numerical and word problemsmathFractions, decimals, numerical and word problems

Science and Social StudiesScience and Social Studies

Language richLanguage rich

Sensory laden Sensory laden possibilitiespossibilities

Opportunities for Opportunities for engaging typical engaging typical peerspeers

Increasing choiceIncreasing choice

Development of Development of world around themworld around them

Increasing choice- Increasing choice- taking occasionstaking occasions

PE, gym, Outside play, hall travel, Field tripsPE, gym, Outside play, hall travel, Field trips

Special challenges-environment conducive to Special challenges-environment conducive to more spontaneous language, less programmedmore spontaneous language, less programmed

Emergency and personal information needed when Emergency and personal information needed when outside school in the communityoutside school in the community