Group items tagged

Orange County Public Schools - AAC Implementation Strategies Model It!!! thoughts on aided language AAC Plan for Implemention a planning tool for who and how implemention will happen Greetings & Closing Poster instructions to staff on how to implement single message device Dyanmic AAC Competency Goals Word Hunts A game to encourage vocabulary building using AAC device. Writing Communication Goals A Plan for Indroducing Core Vocabulary

How to video to create Make Beliefs Comix

An animated video explaining how the brain develops to learn

"How to sort using the a-z button in Microsoft Word 2013"

This wonderful PrAACtical AAC blog explains how to create a large core vocabulary board with Velcroed picture communication symbols to display in the classroom that students can interact with, providing more opportunities for aided language input and practice in using core vocabulary as a group. Includes a step-by-step video on how to create the board.

Video webinar of how to use Google Keep with students for notetaking and organization

Episode #44 is up for your listening pleasure and boy is it a doozy! It clocks in at just under 42 minutes! Yikes! Episode #44 is kind of a unique episode because it features a recording of a live event. Back on November 14th I was lucky enough to attend the Powering Up with Technology Conference in Prince George's County Maryland. At that conference I presented a session called Alternative Professional Development. I use the term "presented" loosely because, although I was listed as the presenter, the session was more of an integrated brainstorming session. I was more of the moderator for the discussion than a presenter. During the session we tried to outline some of the common problems with staff development happening in public schools and then try to come up with some solutions. During the course of the discussion a bunch of great ideas were mentioned about how to address some of the problems with the typical professional development model. Furthermore, a number of concrete resources are mentioned that can be used to assist students. You can access the entire presentation as generated by the audience here: Alternative Professional Development Presentation from PUWT09.

It can be difficult at first to shift from thinking about AAC in pre-programmed phrases and sentences and activity based pages to focusing on using core words. Once the shift is made; however, it becomes easy to look at using core words in natural, everyday occurrences as core words make up 75-80% of everyone's daily, natural language. Listed below are daily activities that typically occur in a classroom and ways to use core words during these activities at the one-word, two-word, and three-word level to help get the thinking process started. Notice how many of the core words and phrases can be used throughout the day in various situations and activities.

Speaking too quickly makes it difficult for some students who are learning language to use those utterances as effective models. Slow down the speech production of adult models. Segment out the words in phrases. Pause between each word. Tap a surface with your finger as you say each word to establish pace.

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.

The National Association of the Deaf (NAD) launched the first "Read Captions Across America" campaign in 2006 as a part of the National Education Association's (NEA) annual "Read Across America" initiative. This event is the nation's largest reading celebration, focusing our attention on motivating children to read in addition to their mastering basic skills. Bill Stark explains what captions are, how they act as an instant reading incentive, and what reading benefits can occur from the use of captioning. The DCMP's support to teachers, librarians, and others in making the activity a success is also overviewed.

Teachers, when you are watching a video at school...turn the captions on to increase reading abilities. Parents, when watching TV at home with your kids, turn the captions on to increase reading skills.

Introduction to accessible books and why access to literature is important to all students. Students will receive an overview of the features of PowerPoint 2007 and be guided through a step by step process of how to use it to create an accessible book. sources for audioboooks, photos and sounds

The excerpt uses pages 14 through 18 of the report to demonstrate some UDL features. To see descriptions of the UDL features and how they support learning, click on "Show UDL Information. Click on each UDL icon for feature descriptions. Our excerpt demonstrates only a few examples of UDL learning supports. For more information about UDL and the UDL Guidelines, go to The National Center on UDL. Learn More

Sample article with embedded text-to-speech tools

How to Write a book...with Tar Heel Reader

Teach your child how to hold his/her pencil correctly!

How to score the communication matrix

How to use the vocabulary list builder feature in the LAMP:WFL app

How to translate a document using Duxbury.

fun games for learning mouse skills. also practices other skills

fun games for learning mouse skills. also practices other skills

Help students working on basic mouse skills, eyehand coordination and/or timing. Minimouse.us is a simple game that teaches how to move the mouse and click. Additionally, it helps students think spatially as they predict their character's trajectory when he jumps.