Presentation on theme: "FDLRS Institute on Technology & Student Achievement September 2007"— Presentation transcript:
1 FDLRS Institute on Technology & Student Achievement September 2007 A Framework for UsingAlternative Augmentative Communication (AAC) Systemsto Participate in Math ActivitiesFDLRS ATEN Regional Centers
2 Presentation Goals Introduce Communication Implementation Framework Demonstrate student lessons using thecommunication action plan
3 Communication Partners FrameworkAAC SystemsAccess PointsVocabularyCommunication Partners
4 AAC SYSTEMS Use AAC Systems to support participation during math activitiesPosition & AccessLo tech to high tech toolsCommunication partner
5 Position & Access Position Access Seating Visibility Comfort Lighting Direct selectionScanningSwitch access
6 Low Tech to High Tech Tools Hierarchy of low,mid and high techtoolsHandout of Device ChartHandout: Dedicated Voice Output Communication Aids
7 Communication Partners Provide communication opportunitiesRecognize communication attemptsProvide communication toolsTeach communication strategies
8 Access Points Demonstrate math activities around the Sunshine State Standards (SSS) access points.Define and locate access pointsWho were access points developed for?Access points, alternate assessment and AYPDemonstrate Communication Action Plan for math activities based on SSS access points
9 What is an Access Point? A restatement of the SSS benchmark that Captures the core intent of the benchmarkDescribes a different level of complexityThe SSS benchmark is the same acrossgrade levelsThe same skill is applied to materials ofincreasing difficulty level.Accommodations (not stated – are provided)
10 Why Access Points? “Access points were developed with three levels of complexity for studentsto ensure that all, even those students withthe most significant cognitive disabilities,have access to the Sunshine State Standards.The three levels of complexity areIndependent, Supported, and Participatory.”FL DOE
12 Who were access points developed for? severe cognitive disabilities Students withsevere cognitive disabilities
13 Access points and alternate assessment Only ESE students with significantcognitive disabilities (who meet FCATexemption criteria) should be testedon alternate assessment.
14 Access Points & AYPFailure to test students on statewide alternate assessment will impact your schools AYP and may contribute to your District being slighted on the standard performance plan indicators which could ultimately lead to loss of funding.
21 Communication Partners Demonstrate strategies that communication partners use to direct the language learning experience for AACProvide communication opportunitiesRecognize communication attemptsProvide communication toolsTeach communication strategies
22 Opportunities Materials available Communication Devices Environmental arrangementSocial networks
23 Attempts Recognize communication attempts Acknowledge action Formal and Informal signalsObservable student behaviorGesturesVocalizationsEye Gaze
24 Tools Provide communication tools Attention getter Backup systems availableMultiple systems
25 Strategies: Topic Setting AAC Topic SettingMusselwhite, 2001Initiate conversationSelect a topicPromote multiple turnsEnhance partner trainingTopic setting: discourse important as topic initiation promotes power and conversation controlHandout
26 Strategies: Social Scripts Can We Chat? Scaffolding Conversationsfor Struggling AAC UsersBurkhart &Musselwhite, 2001Communication Agendas or Social PurposesIncrease cognitive engagementInformation transferSocial closenessHandout
27 Strategies: Emergent Literacy Fostering Emergent Literacy for Children Who Require AACLight & Kent-Walsh, 2003Model use of AAC system while reading textPause and waitRespond appropriately to attemptsPrint accessibleEarly access to computersAccess to AAC systems within literacy activitiesHandout
28 Vocabulary“Normal language development is the foundations for building generative language with a child using AAC strategies”Van Tatenhove
29 Guide for vocabulary selection Language Functions & Early Generative LanguageVan Tatenhove, 2005Conventions of communicationEstablish math vocabulary neededHandout
30 Conventions of Communication Ask questionsProvide informationRequest: wants & needsComments: social closeness/etiquetteJanice Light
31 Sample boardmaker symbols for math Math VocabularySample boardmaker symbols for mathHandout
32 Vocabulary Request Provide Information Ask Questions Make Comments ActionWordsMeVille to WeVilleMoreThat’s wrongWhat’s theanswer?Awesome!CountI need helpSameIs thatright?Your turnSortI need a counterLong/ShortHow much does it cost?That’s dumbMatchHandout
36 Communication Action Plan 9th Grade: Working with Integers Action Plan: 9th Grade, IndependentDevices and Software:Vanguard AAC system, Picture Word PowerSoftwareDell Laptop with SOLO and PASS math lessonUsing Vanguard, open a math lesson onthe computer and read and write aboutthe lesson
37 Communication Action Plan AAC & Math Standard:ALGEBRA BODY OF KNOWLEDGEStandard 1: Real and Complex Number Systems
39 Access PointsMA.912.A.1.In.a Identify and use equivalent forms of fractions, such as halves, fourths, thirds, sixths, eighths, tenths, and sixteenths; decimals to the hundredths place; and percents, such as 25%, 50%, 75%, 100%, 33%, and 67%, using visual and numerical representation in real-world situations.MA.912.A.1.In.b Identify examples of positive and negative whole numbers in real-world situations.
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