Beruflich Dokumente
Kultur Dokumente
rev 2-25-16
Goals:
Ensure that every student will have a voice, including the students with the most significant
disabilities.
Increase every students (who have low/no speech) access to communication systems.
Increase the functional design of systems, so that they include core vocabulary, are designed for their physical abilities, are
customized, etc.
Increase the use of core vocabulary in all communication activities and environments.
Increase functional use of AAC systems across environments.
Communication Interactions
Language
5. Teaching Communication
Functions
2. Creating Opportunities
3. Responding to Students
4. Asking Questions that
Facilitate Language Growth
Data: Video Self-Assessment
Checklist, Model Tracker
AAC Systems
8. Designing Classroom
Environments to Facilitate AAC
Communication Interactions
Language
2 Creating Opportunities
3 Responding to Students
3.1 Respond to students verbal/nonverbal initiations:
Acknowledge, honor, and delay.
3.2 Use response strategies after a student
communicates: Repeat, correct, and expand on what the
student said to facilitate language development.
3.3 Clarify unclear communication.
rev 2-25-16
AAC Systems
8 Designing Classroom Environments
to facilitate AAC
8.1 Design the classroom environment to support modeling
core vocabulary.
Consider:
Consistent symbol set (high contrast or regular,
consistent location/icon)
3 Second Rule: staff should have immediate access.
Access to both manual boards and SGD including:
Staff core boards, Wall Chart, Descriptive Labels,
Environmental Mini-Scripts, Core boards posted in
multiple locations, Visual schedules, A variety of
manual boards within reach, Single or sequenced
message digital voice output devices, Lite-Tech
devices (e.g., GoTalk 32, etc.), iPad with _______