05 Communicatively Accessible Environments
Making the Environment Communicatively Accessible
Dr. von Tetzchner sees the development of AAC as a form of language development, although atypical. Inspite of the fact that it differs in many ways from typical language development, the development of alternative means of communication is not a deficit but an achievement that parallel typical forms of language development. It is important to investigate its the developmental course and how the child’s language environment may promote or hinder it. Only then it is possible to implement educational and other measures and construct an environment that is communicatively accessible and support the form of language the child who lacking the ability to speak can use in an optimal way. This webinar was time well spent with the person sometimes referred to as the Albert Einstein of the AAC World!
Length: Part 1: 1:09:00 Part 2: 101
|
|
Creating Accessible Communication Environments with Kathy HoweryArchived webinar from April 2018.
Length: 1:51:02 |
|
Planning for Communication in the Classroom with Kelly FonnerTraining on the basics of ECT and the common solutions to classroom communication that it can provide. You will be taken through the process of identifying “ECT” students and looking at classroom activities as to the type of communication opportunity it provides to students with complex communication needs who typically are already identified, provided with some type of an AAC app/system, but have yet to use that on a regular basis. Examples through information and video will be used to develop an understanding of communicative requirements of educational, vocational, and community activities. Teams will begin the process of choosing an activity and be provided with information on how to script an activity.
Part 1: 101:58 Participants were encouraged to have looked through videos of their student in a chosen activity that has been recorded throughout the school year prior to the webinar to have a sense of what data they may be able to represent. Kelly gives a variety of ways in which to analyze that information. Communicative functions can be charted through a variety of ways including graphing based upon opportunity, occurrence or independence in production. Examples are demonstrated through video and charts that can be modified by teams to be used at their own local site. This webinar will be most meaningful to those who have followed the ECT process. It will be difficult for someone to just take this webinar alone and have the data collection process be meaningful without knowing the ECT process itself. Part 3: 100:28
|
|