Group items tagged

Is science self-correcting over time? Do the processes involved in biomedical research-collaboration, communication, skepticism, peer review-lead to a valuable and objective way of learning about the world? This curriculum introduces students to ways in which scientific research is conducted, how social forces influence scientific priorities, and how basic scientific research may, or may not, support medical applications for human health. Throughout the unit, students are asked to consider their roles and responsibilities as scientifically literate citizens.

sample communication boards in boardmaker and pdf

This wheel created by Mark Coppin is based on the original Pedagogy Wheel designed by Allan Carrington and modified by Cherie Pickering. It shares a sampling of apps that address the wheel different pedagogy areas . Way cool and very informative. Great starting point!

Printable Storyboard with 2x3 grid of 4:3 (full screen) screens on A4 paper

While this informatation is hosted on the Dynavox site, there are pdfs, websites, and videos that may be generally useful when seeking communication solutions. be sure to check out the AAC Needs Assessment, accessed by doing a search on the posted link. The Implementation Toolkit was designed for you! It provides hundreds of real-life resources and examples that promote successful communication in daily life using AAC. Use the resources for your personal growth or to train others. The resources found in the Toolkit cover topics related to AAC, its users and the people who support them. A variety of print materials, as well as instructional videos, feature essential information about AAC, lesson and therapy plans, techniques for communication partners, an introduction to our language software, InterAACt, and much more! The Toolkit is easy-to-use and will save you valuable time. Learn about common AAC topics using the "Learning Paths" tab, and find resources quickly using the "Search Resources" tab. You can also save selected resources to "My Favorites" so you can access them efficiently each time you visit.

nice hierarchy of beginning 4,8,16,32 message boards Erickson ATIA 13

An article about using story boxes for literacy.

These script cards provide prompt hierarchies and response strategies for teaching basic core vocabulary words.

Guidelines for making accessible graphics/signs.

R&W Gold home announcement

LCPS instructions for installing R&W Gold at home

Augmentative Communication and Early Intervention Myths and Realities MaryAnn Romski, PhD, CCC-SLP; Rose A. Sevcik, PhD The use of augmentative and alternative communication (AAC) services and supports with infants and young children has been limited, owing to a number of myths about the appropriateness of AAC use with this population. This article will provide an overview of some of the myths that have hampered the inclusion of AAC into early intervention service delivery and refutes them. It will then examine some of the realities that must be considered when delivering AAC services and supports to young children

Research Insights Into LAMP (Language Acquisition through Motor Planning) Ben Satterfield Center for AT Excellence GA Tools for Life

Below is a list of Adapted Literature available through the Sherlock Center Resource Library. These resources are provided for teachers to help students with severe disabilities participate in the general curriculum. available in PDF and PPT format. Over 250 titles! Stone Soup to Pride and Prejudice! http://bit.ly/sherlockadaptedbooks

The results of this research add to the evidence regarding the effectiveness of using AAC with people with an ASD (Mirenda, 2001; Schlosser & Blischak, 2001), and adds to the knowledge of why AAC systems are potentially beneficial for children with autism, (The National Standards Report). Effective teaching of motor plans, using the LAMP theory, can be seen to allow for increased storage and retention of symbolic information, resulting with more automatic communication over time, and reducing the cognitive demands associated with analysing and choosing from different symbol sets, as described in the LAMP Manuals (Halloran and Emerson, 2006: Halloran and Halloran, 2012).

"Using Aided AAC Models, Recasts, and Contrastive Targets to Teach Grammatical Morphemes to Children Who Use AAC"