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There are four videos on this website. Each video demonstrates a learned motor pattern over time ending with a video on using an augmentative communication device with core vocabulary.

Episode #116 features a description of how and why to use core vocabulary (high frequency words) as the basis for an augmentative/alternative communication system. The entire episode was generated using only "Frequently Occurring Home and School Words" from the list generated in the article "Vocabulary-Use Patterns in Preschool Children: Effects of Context and Time Sampling" by Christine A. Marvin, David R. Beukelman, and Denise Bilyeu published in Augmentative and Alternative Communication, Volume 10 in December, 1994. The episode demonstrates that using only high frequency words users can still elicit complex, generative language. You might find it beneficial to listen to the episode twice or to read along as you listen to the episode. TRANSCRIPT: http://bit.ly/howtohelpsaythingstranscript

This video is part of the UBC Learning Commons three-minute tutorials series. The tutorial will demonstrate a mnemonic strategy and various methods for taking better notes

There is a rapidly growing body of research that demonstrates the positive effects of augmentative and alternative communication (AAC) intervention on the communication of children and adults with complex communication needs. Despite the positive impact of many AAC interventions, however, many individuals with complex communication needs continue to experience serious challenges participating in educational, vocational, healthcare, and community environments. In this paper, we apply the framework proposed by the International Classifi cation of Functioning, Disability and Health (ICF) to illustrate the need to re-think AAC intervention to improve outcomes for individuals with complex communication needs, and to foster a new generation of intervention research that will provide a solid foundation for improved services. Specifi cally, the paper emphasizes the need to take a more holistic view of communication intervention and highlights the following key principles to guide AAC intervention and research: (a) build on the individual ' s strengths and focus on the integration of skills to maximize communication, (b) focus on the individual ' s participation in real-world contexts, (c) address psychosocial factors as well as skills, and (d) attend to extrinsic environmental factors as well as intrinsic factors related to the individual who requires AAC.

Children and adults with developmental delays have benefited from the use of augmentative and alternative communication (AAC) systems to develop language skills necessary for more generative and functional communication. Beginning communicators however, have historically been considered too young or too pre-linguistic and therefore have not been introduced to AAC systems until behaviors, thought to be prerequisites, have been noted. Recent research and theories about early communication development have challenged this traditional practice and broadened the scope of what is considered to be AAC. Practitioners and parents unfamiliar with early AAC options may not recognize possible applications of communication strategies used with typically developing children and older persons with developmental disabilities. AAC is applicable at all ages for learning communication roles and behaviors as well as for functional communication for persons who do not yet demonstrate clear referential symbol use. This article addresses nine questions that are frequently asked about early introduction of AAC systems to children under 3 years of age. Rationales and strategies are provided that can assist early interventionists and parents in considering AAC options for children at risk for being unintelligible or non-speaking.

This video demonstrates how to use Read&Write for Google Chrome to work with webpages in the Chrome browser, using supports like text to speech, word prediction, talking and picture dictionaries, study skills highlighters and more.

Google Forms allow a user to collect real, in-the-moment, data to provide evidence about student performance. Create a Google Form for each student and distribute the links to anyone collecting data. Each time the form is submitted, a new line will be added to a spreadsheet with the data. Evidence will accumulate demonstrating how a student is performing according to each goal.

SEE ME, FEEL ME, TOUCH ME, HEAR ME: Adapting Books for Divergent Learners PowerPoint Presentation Click on this link for a document containing instructions, considerations, samples, resources, specific units, and sites for assisitve technology support materials The A-Z of Adapting Books for Students with Disabilities in Virginia Click on this link for a document filled with resources specifically for adapting books by Ynez Peterson, OTR/L, AT Specialist Click on this link for ideas on how to fill your room with literacy while meeting the needs of diverse learners by Judy Owens and Gerald Abner SET-BC Accessible Books Video demonstrations on creating and FREE accessible books for downloading from Special Education Technology-British Columbia To download, open, edit and print these files, you must have Boardmaker® software , available at www.mayer-johnson.com .

scroll down page for additional thematic literacy links on subsequent site adapted books

The purpose of the NJC is to promote research, demonstration, and educational efforts, including both inservice and preservice, directed to helping persons with severe disabilities communicate effectively.

Free visual supports premade with accompanying demonstration videos for their use

This Blog is written by a Mom about the inventions and ideas she uses to live, love, and have fun with her son. Each entry demonstrates creativity and joy in games, toys, learning, and how to make each day special for the whole family. Worth returning to often for inspiration and ideas. Indexed for handy searching.