Adapting Curriculum for Augumentative Communication.

Autor/inn/en	Moos, Karen L.; Hartwig, Shirley K.
Titel	Adapting Curriculum for Augumentative Communication.
Quelle	(1997), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Augmentative and Alternative Communication; Childrens Literature; Communication Aids (for Disabled); Computer Uses in Education; Disabilities; Early Childhood Education; Enrichment Activities; Inclusive Schools; Individualized Education Programs; Language Acquisition; Language Skills; Mainstreaming; Speech Synthesizers; Story Reading + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; 'Children''s literature'; Kinderliteratur; Computernutzung; Handicap; Behinderung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bereicherungsprogramm; Inclusive school; Integrative Schule; Individualized education program; Individualisierendes Lernen; Sprachaneignung; Spracherwerb; Language skill; Sprachkompetenz
Abstract	This paper describes a program for adapting literature for augmentative and alternative communication (AAC) users and students with other disabilities. The program is designed to teach specific language skills that will meet the students' Individualized Education Program goals and to be implemented on a daily basis by classroom instructors. The adaptations consist of specific story boards created with the Mayer-Johnson Boardmaker Program, overlays for AAC devices, and language-based enrichment activities. Stories are first presented by the speech therapist or the classroom instructor using a story board. The boards allow the children to follow along and participate while the story is being read. A Big Mack, an AAC device, is programmed with a repetitive phase. Another AAC device enables children to vocally participate through the Voice Pal Plus, which is attached to plastic animals that repeat the phrases of the story as the child picks up the animal. After the story is presented using the Story Board, enrichment activities based on the story are used to increase the students' language skills. Specific examples of adapted children's books are provided. (CR)
Anmerkungen	Web site: http://www.dinf.org/csun_97/csun97_087.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC