Group items tagged

Apps for home school communication

"Q.E.D. Foundation is an organization of adults and youth working together to create and sustain student-centered learning communities. Our work is based on relationships and practices that first and foremost support students' growth and learning while simultaneously improving the health of our communities and our society."

"June Jordan School for Equity (JJSE) is a small high school located in the Excelsior neighborhood of San Francisco. Named after writer and activist June Jordan, whom Alice Walker called "the universal poet." JJSE's mission is to preparea young people in three key areas Community: We live with respect, integrity, courage, and humility. Social justice: We stand against oppression and work to create positive change in ourselves and our communities. independent thinkers: We develop ourselves intellectuals with the skills we need to succeed."

The NUA's mission is to substantiate an irrefutable belief in the capacity of all public school children to achieve the high intellectual performances demanded by our ever changing global community. Our focus is teacher and administrator quality through professional development which incorporates current research from cognitive neuroscience on learning, teaching, and leading. We partner with school districts to support the building of their capacity to advocate community-wide responsibility for realizing the learning potential of its children.

The State Board of Education of Ohio recognizes parents and families as children's first and most important teachers. When parents enroll their children in school, from preschool through high school, the responsibility of education and care is shared with the school and the community. Partnerships among families, schools and communities that are child-centered and family-strengthening can engage, guide and motivate students to be productive citizens in a global society.

"The first part of an assessment design is the most obvious; the student performance, or more simply referred to as the activity. This requires a student to show the teacher what they know or can do. The second part assessment design is often assumed or omitted; however, this part of the assessment is critical to optimizing alignment to the objectives, and provides valuable support towards student success. This critical component is the grading plan or better named the feedback criteria. As a teacher, we need to effectively communicate to our learners both a description of how they will perform an assessment activity as well as a description of how we will judge the quality of their performance. Are you planning and communicating your feedback criteria? The Blended and Online Assessment Taxonomy Infographic presents types of activities that suit various levels of assessment as well as grading and feedback criteria which will help you plan better assessments."

"All your team communication in one place, instantly searchable, available wherever you go. That's Slack. - Real time messaging, file sharing, supporting one-to-one and group conversations - Powerful search and archiving, meaning no one is ever left out of the loop - Dozens of integrations with tools including: Dropbox, Asana, Google+ Hangouts, Twitter, Zendesk - New integrations and features added frequently - Inline images and video, with rich link summaries giving context without leaving the app - Instantly synced across all devices - Configurable notifications for desktop, mobile push and email - Scientifically proven (or at least rumored) to make your working life simpler, more pleasant, and more productive"

FAQ about students who are non-verbal, communication strategies and AAC

"  EDUCATION THAT FITS YOUR LIFE! Life Skills is a community school that gives you one-on-one attention and flexible scheduling to help you earn your free high school diploma and achieve future success."

"This book aims to supply a few ideas and activities that could be useful for a youngster who uses AAC, by: Providing a reason to make sure that the Talker is always out of its bag, charged up, and on the table/wheelchair mount ready for daily use; Filling up some of those gaps in the school day with constructive and fun activities Helping the youngster to learn and practise - in other words, use - his or her Talker to enjoy interactions with others and build up useful social and communicative experiences."

Mobile devices such iPads, iPods and iPhones have taken the world by storm and are increasingly used in teaching and learning, and/or in therapy, to support learners with additional support needs, as well as for personal use. We are aware that people are all at different levels of experience in their use of iPads. We hope this Guide will provide you with helpful information and resources to help you on your way.

"Ever feel like your communication fails? Avoid this"

Great post on high expectations and presuming competence from a parent

Great videos of a kiddo and mom working together to figure out the word she needs "If I could give my voice to Maya, I would, in an instant. I'm sure any parent of a child with complex communication needs would do the same. Instead, we figure out systems and signs and devices. Maya's got her talker, along with a variety of nonverbal ways to get her point across and a spoken vocabulary of words and approximations that has undergone an impressive proliferation since the fall."

common vocabulary lists for communicators of all ages

Wheel of iPad apps for AAC

"New technology is allowing people such as Alan Martin, who has cerebral palsy, the chance to communicate properly for the first time"

"Rather than structure my presentations by tool, or by app, or even by project, I organized myself around desired student outcomes - aka. what students can actually do. However, before addressing that question, I asked not only WHY iPads but WHY Technology? Because…. I want my students to communicate in complex and modern ways. I want my students to make their thinking visible as an alternative assessment. I want my students to document their thinking as they work through a process. I want my students to have multiple ways through which to interact with learning objects."

"Inclusive education is not rocket science… I think there are two basic assumptions that you need in order support inclusion (in any context) All human beings are created equal (you know the American way) and deserve to be treated as such. All human beings have a desire to belong in a community and live, thrive and have a sense of purpose. Most people don't have a problem with number one (for goodness sake…I hope you don't). But when we think about people with disabilities (or people who are labeled as such)… phrases like "I'm not sure what they are getting out of this," or "do they even understand," are far too prevalent. The important takeaway…when you assume people want to belong. Then it is our duty as educators, parents, and advocates to figure out how we can make that happen."