Adapt, Accommodate, Integrate ACC In the Curriculum

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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 843-280-5976 gwilli5
341_at_aol.com
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Communication Time Is All The Time And Thus
For the AAC user and the primary caregiver, it
is a 24/7 endeavor.
For the teacher educational assistant, it is
an all day, every day requirement.
For related service specialists, it is an each
and every session priority.
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Typical School Day

• 58 to academic
• 23 to non-academic-music, art, PE
• 19 to non-instructional activities
  transitions, class business
• Overall30 of time in teacher-led settings and
  70 in seat work.

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Supports for Functional Use of AAC

• 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.

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Supports for Functional Use of AAC

• Accommodation 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.

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Supports for Functional Use of AAC

• 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.

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Four Communication Purposesin Classrooms

• Conversation/interaction
• Academic participation
• Language/literacy learning
• Wants and needs

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AAC System Limitations

• Inadequate or limited vocabulary
• Undeveloped access
• Equipment breakdown
• Aging equipment
• Transition from one system to another
• Time intensive maintenance
• Environmental obstacles

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Classroom Modifications Instructional Strategies

• Worksheets and other Written activities
• Reading, Textbooks, Handouts and Articles
• Lectures
• Daily Organization and Study Strategies

• Handwriting Accommodations
• Mathematics-calculation/concepts
• Long Term Projects, Reports, Homework
• Discussions

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Seven Critical Components of Early Literacy
Instruction

• 1. Allocated time for daily, highly focused
  literacy instruction
• 2.Consistent routines for teaching big ideas of
  early literacy
• 3. Explicit instruction for new letter names and
  sounds
• 4. . Daily scaffolded or assisted, practice
  with auditory phoneme detection, segmenting and
  blending

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Seven Critical Components of Early Literacy
Instruction

• 5. Immediate corrective feedback
• 6. Daily application of new knowledge at the
  phoneme and letter-sound levels across multiple
  and varied literacy contexts.
• 7. Daily review

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• CHARACTERISTICS OF BOOKS FOR EMERGENT READERS
• Interest and Appeal
• Developmentally Appropriate Themes and Topics
• Predictability
• Teacher Enthusiasm

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Early Emergent Level

• Pictures are used to predict the words
• There is precise matching of key parts of
  illustrations to individual words
• One word sentences are introduced in a repetitive
  sequence
• Repetition, rhyme and rhythm are widely used
• One, or very few incidents and one or two
  characters are introduced
• Pictures signal change in text

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Emergent Level

• Key word captions become simple sentences.
• Challenges are placed at the end of a sentence.
• Illustrations and text still match exactly and
  move in a left-to-right sequence.

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Early Reading Level

• Stories are more complex and sentences are longer
• Repetition is still a feature, although there are
  now two words, or more, changed in the text.
• Text and pictures are not as directly related.
• Text itself is becoming important. For example
  text is often printed on the left-hand side,
  rather than as a straightforward caption to the
  picture.
• Dialogue is shown in a variety of ways (e.g.,
  bold print for responses, bubbles to indicate
  speech).Increasingly wider vocabulary is
  introduced

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Independent Book Interactions

• Browsing A student rapidly flips through pages
  of a book which requires the least amount of
  sustained attention
• Silent Study A student looking at the
  illustrations in book
• Pretend Reading Mock reading of a book alone,
  with a partner or in a group
• Conventional Standard reading with recognition of
  words and sentences

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Writing

• Takes one to three years for typically developing
  children to figure our how to use tools for
  writing.
• What do we expect from children with disabilities?

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Drawing, Scribbling, Writing Development

• Drawing Using a picture for the entire
  composition or embedding pictures with other
  forms of writing
• Scribble-Wavy A continuous or pointed line
  form (with or without breaks) without definitions
  of letters
• Scribble-line Letter-like similar to scribble
  wavy but some of the forms that have features of
  letters
• Letter-like Units Closely related to
  letter-like scribble but they resemble printed
  letters

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Providing Access to Writing
Provide a Variety of Things to Write With and On

• rubber stamps
• sponge stamps
• tennis ball pens
• t-bar grasp
• blow pens
• magnetic boards
• foam shapes and Velcro sensitive surface

• magna doodle
• wipe clean slates
• battery operated toys
• computer software

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Selecting Software

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

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Types of Software

• For Learners
• Dill and Practice
• Tutorial
• Simulations and strategy Games
• Exploration but not games

• For Trainers
• Authoring Programs
• Data and Information Management
• Tutorial

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Guidelines for Software

• Opened ended to permit experiencing
• Easily integrated into curriculum with guidelines
  for doing
• Prerequisite skills should be identified
• Learner characteristics should be indicated
• Graphics, sound and animation should be high
  quality without distraction
• Immediate positive feedback or reinforcement
  provided
• Coaching for guidance or effective direction for
  incorrect responses
• There should not be a long delay in providing
  feedback

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Guidelines for Software

• Small increments of difficulty between levels
• Text should use size and color and screen
  location that make words clear
• Graphics should be easily recognizable
• On screen instructions must be simple, clear and
  concise
• Incorrect commands should not shut down the
  system
• Users should never get stuck
• Software should support independent use by
  learners

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Selecting Software for Specific Learners

• Should related to learners life (real life
  situations)
• Subject must be enjoyable
• Topic must be of interest to person and the skill
  level
• Text audio should be at appropriate level
• Graphics and text should be age appropriate
• Users should understand commands and the input
  devices that are available for use

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Boardmaker
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Intellitools Classroom Suite
A fully integrated package of the Intellipics
Studio 3, IntelliMathics 3 and IntelliTalk 3 A
single larger program which features a unified
graphic interface and shared tools, including
answer checking with record and report creation,
Word Prediction, whole protected work
environment and universal access.
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Buildibility
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Writing With Symbols
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Picture It
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PixReader
PixWriter A writing tool by Slater Software that
includes on-screen buttons, 1,850 full pictures,
text, and speech.
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CoWriter SOLO
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Balanced Literacy
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Start to Finish Books
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DraftBuilder
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Kidspiration
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Math as a Total Subject

• Numbers Counting
• Measurement Time
• Calendars Size
• Shapes Money
• Patterns
• All these concepts are language rich
• and support functional communication

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Mathpad Plus
By Intellitools, students can perform basic math
directly on the computer! Addition, subtraction,
multiplication and division possible using a
switch, Intellikeys keyboard, or mouse Checks
problems and adds a check (correct) or dash
(incorrect) on the problem list after students
completes problem Mathpad Plus permits students
to perform 3rd to 8th grade mathFractions,
decimals, numerical and word problems
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Science and Social Studies

• Language rich
• Sensory laden possibilities
• Opportunities for engaging typical peers

• Increasing choice
• Development of world around them
• Increasing choice- taking occasions

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

• Special challenges-environment conducive to more
  spontaneous language, less programmed
• Emergency and personal information needed when
  outside school in the community