You may have a new or returning student with access issues. Here are 5 resources to review so you can be prepared to support your student.
Stimulating all the senses helps engage clients and enhances their social and language development.
Resources and ideas for teachers and caregivers of learners with severe, profound, intensive, significant, complex or multiple special needs.
La Fundación Orange y Autismo Burgos han presentado El Viaje de Elisa, un videojuego, para...
Pautas, Recomendaciones y Contribuciones para Desarrollar Adecuaciones Curriculares
The AAC through Motivate, Model and Move Out of the Way Facebook Group is having Summer Reading Contest. The goal of the contest is two fold: to have professionals and caregivers practice modeling and to create a free, online library of videos of storybooks being read aloud with AAC modeling happening during the reading. Please note: there doesn’t need to be AAC users present during the video - although it is not prohibited. The contest begins July 1, 2018 and closes August 1, 2018. The hope is that we will see videos posted of many robust AAC systems both electronic and non-electronic and many different and wonderful kids books. AAC related companies have been asked to donate some prizes (still looking for more! Message me if you have something to donate!). One prize will be given for the best overall video, and two will be randomly selected. Other prizes may be added! Here are some suggestions for your video; Remember There are a few ways to model while reading, the simplest is to model the action of the reader and comments, such as, turn the page, look, cool This contest is looking for the modeling of core words (or common phrases) during the reading. For example, Marvin K. Mooney will YOU please GO NOW! (Modeled words in caps.) Your video should be useful for the AAC user(s) in your life. This contest is intended to be beneficial to the participant in that way. So model the language level or ability needed, it will be assumed whatever language level you model is appropriate for your situation. We are not looking for videos which show the symbols for the words in isolation, we are looking for modeling that allows the watcher to see how to locate the targeted words - so please do NOT just read a book with symbols pasted in or use video editing to just add the symbols to the screen while you are reading, also do not use a board or page created just for that book (this includes downloaded or commercially available pages or boards just for that book). The goal is to teach kids to use the words they have already. If at all possible use an AAC system which is not totally unique to your user. For our purposes it would be better to use a common core word display than an electronic system that has been made from scratch or is so customized it no longer operates like it was originally designed. (An exception is if many people are using the same highly customized system - as sometimes happens in small, disability specific communities). However, if the choice is a unique and very highly customized system or no video at all, then use the customized system! Selecting a Book Look for a picture book with clear language at the language ability you wish to model Aim for a book which length won’t exceed the potential attention span of the target /AAC user(s)/audience Look for a theme that works with your curriculum, theme unit, or has targeted core words and other variables relevant to your setting Read the book through, make sure you are comfortable with the story and that you like it, if you don’t enjoy reading it listeners may not enjoy hearing it! Getting read to video Pre-read the book Select target words for each page. These are the words you will model Consider putting those words on a post it or writing in pencil on each page Decide on how you will end - will you offer your opinion and model it? Will you model a question to the audience? Rehearse - read it and model the targeted words, learn where they are Film the reading of the book, be sure to state the full title and author, show the pictures to the camera and model as you go Upload to YouTube and/or Facebook with the tag #AACreadtoMe and the name of the AAC system you will be using to model (such as Avaz, Proloquo2Go, LAMP, Unity 45, CoughDrop with Core Word 60, TouchChat with WordPower 42, PODD book 20, etc) Advanced Options Pick a rhyming book Use fun/dramatic voices Use props or puppets Wear a costume Decorate the story reading area Have a live audience
Switch skills are a basic in classrooms for learners with multiple or significant disabilities. Switches give children (and adults) with limited motor skills the ability to control nearly anything. Unfortunately many teachers, paraprofessionals and others working with our students do not receive much training in teaching switch use. Some assume that the ability to hit a switch for cause and effect activities (make the toy walk or make the computer game change) is the ultimate goal, but that isn't true. A switch or switches are a means to an end. The switch is a tool for controlling other things - toys, games, appliances, computers, power wheelchairs and more. Teaching switch use is about moving from learning what the switch does to learning to use the switch to do things. Our goal should never be to "activate the switch 10 times in 30 minutes" or "in 8 out of 10 trials"; instead our goal is to complete a task, be it leisure, vocational, academic or something else using a switch or switches. Many of our students get "stuck" on cause and effect, not because they aren't capable of more, but because we don't know how to tell when they are ready for more or what to do next. Once a child can activate a switch and anticipates/attends to what the switch does they are ready for more. If you are not sure if they are anticipating or attending then make the, "least dangerous assumption" and presume competence and move on. Ian Bean has a great slide show you can look at called, "Beyond Cause and Effect." The free Switch Progression Road Map is also a must read. What do we do next? That depends. If the child is capable of using two switches then we introduce a second switch. This might be two switches at the hands or sides of the head; it might be one at the hand and one at the head; it might be two finger switches or one at the left elbow and one at the right knee... the possibilities are endless. Whatever two locations the child is able to activate deliberately and with control. The first learned switch site usually (but not always) becomes the "chooser", "selector" or "this one" switch. The new switch site becomes the "mover", "scanner" or "not this one" switch. Now the student begins work on two switch scanning. Don't worry if the student doesn't "get it" at first, it is a learning process! Moving beyond that single switch for cause and effect is a huge gift you are giving your student! Linda Burkhart has a great hand-out on moving from cause and effect to two switch scanning . See below for software and websites to use to work on two switch scanning. Here is a link to an animation of two switch scanning. What happens if the child is only able to activate a single switch? Well, no matter the location of the switch, we start to work on timing the switch hit. If the child can see and hear we start working with an auditory and visual scan with a long enough pause over each choice for the student to decide and activate the switch. If the child has vision or hearing difficulties we enhance the scan to accommodate for challenges, verbal prompts for a student who has vision issues, bright lights or colors that correspond with the scan for those with hearing problems, tactile cues such as vibration for students who are deafblind. You can see an animation of single switch scanning here. There are many companies which sell software for teaching switch use and there are two companies which sell subscriptions to online switch activities. Additionally there are now apps for iPad and Android to teach switch skills. Again it is advisable to avoid software or apps, especially expensive ones, which focus ONLY on cause and effect, the goal is to move students past this as soon as possible. (Note this list is of software that teaches switch use and is not inclusive of all switch accessible programs or apps.) Software: Judy Lynn Software Inclusive TLC Marblesoft Online Programs: A comparison of two online, subscription based switch programs. Apps: iPad: Judy Lynn Software Inclusive TLC Sensory App House
Descubre la ingeniosa idea que ha tenido un colegio para fomentar la lectura entre los niños. Ha llenado de libros una máquina de comida que los alumnos lean más. Construir un hábito de lectura entre tus hijos es importante para que disfruten del maravilloso mundo de los libros.
Podemos ampliar nuestros recursos para la intervención utilizando la tablet con distintas aplicaciones que contribuyan al desarrollo de funciones ejecutivas, pero… ¿qué es esto? Intentando dar […]
DIFICULTADES DEL LENGUAJE guia-educativa-del-alumnado-con-trastornos-en-el-lenguaje-oral-y-escrito DEFICIENCIA VISUAL una-guia-de-servicios-para-ninos-ciegos guia-para-la-atencion-educativa-del-alumnado-con-ceguera-y-deficiencia-visual orientaciones-pedagogicas-para-la-atencion-a-estudiantes-con-limitacion-visual Guía de Atención Educativa al alumnado con Discapacidad Visual. – Andalucia TDAH guia-para-la-atencion-educativa-del-alumnado-con-TDAH Niños y adolescentes hiperactivos e inadaptados. Niños condenados a ser perfectos. TDAH. El País 8-1-2008. Adaptaciones curriculares metodológicas para alumnado con diagnóstico de trastorno por déficit de atención con o sin hiperactividad. Estrateguías de intervención en el aula para alumn@s con TDAH. Programa para la atención educativa del alumnado con TDAH. DEFICIENCIA AUDITIVA guia-para-la-atencion-educativa-del-alumnado-con-deficiencia-auditiva orientaciones-pedagogicas-para-la-atencion-a-estudiantes-sordociegos Guía de Atención Educativa al alumnado con Discapacidad Auditiva. – Andalucia DISCAPACIDAD guia-para-la-atencion-educativa-a-alumnos-con-sindrome-de-down DerechosDelNiñoConDiscapacidad1 DerechosDelNiñoConDiscapacidad2 guia-de-recursos-para-alumnado-con-discapacidad Guía de ayudas a la Discapacidad. Guía de Atención Educativa al alumnado con Discapacidad. – Andalucia Guía: ¡ Pregúntame sobre accesibilidad y ayudas técnicas! Guía multimedia de recursos educativos para alumnado con necesidades educativas especiales. Guía de Atención Educativa al alumnado con Discapacidad Intelectual. – Andalucia DISARTRIAS-PARÁLISIS CEREBRAL guía-para-los-que-trabajan-con-niños-con-parálisis-cerebral guia-de-acercamiento-a-personas-con-paralisis-cerebral programa-de-intervención-en-motóricos guia-padres-1 guia-padres-2 guia-padres-3 guia-padres-4 guia-padres-5 guia-padres-6 Guía de Atención Educativa al alumnado con Discapacidad Motora. – Andalucia TRASTORNOS GENERALIZADOS DEL DESARROLLO orientaciones-para-padres-y-personas-relacionadas-con-TGD Manual para padres de niños autistas educando-a-ninos-con-sindrome-de-asperger-200-consejos-y-estrategias-brenda-boyd teoria-de-la-mente-memoria-autobiografica-y-sindrome-de-asperger lenguaje-en-los-trastornos-autistas el-trastorno-autistico Guía de Atención Educativa al alumnado con Trastorno del Espectro Autista. – Andalucia “Un niño con autismo en la familia“. Guía básica para familias que han recibido un diagnóstico de autismo para su hijo o hija. Autismo. Manual avanzado para padres. DISFEMIAS si-su-hijo-tartamudea disfemia-guia-para-dondentes La tartamudez. Guía para docentes. La tartamudez. Guía para padres. Guía de orientación para padres y educadores sobre la tartamudez. ( Fundación Española de la Tartamudez). OTRAS Comunicacon alternativa y aumentativa. Guia de referencia guia-de-educacion-intercultural Glosario de Educación Intercultural Guías informativas: auditivos, visuales, motóricos, hiperactividad, trastornos del lenguaje, autismo, programas educativos y educación intercultural. Consejería de Educación – Junta de Extremadura. Guía de Atención Educativa al alumnado con Enfermedades Crónicas. – Andalucia Guía de Atención Educativa al alumnado con Síndrome de Down. – Andalucia Guía de Atención Educativa al alumnado con Sobredotación Intelectual. – Andalucia Programa de salud infantil y del adolescente de la Comunidad Autónoma de Extremadura. Programa de estimulación del lenguaje. (C.R.A. Alta Ribagorza – Huesca). Programa Comunicación para todos. Pautas para la comunicación accesible. ¿Es adecuada la alimentación en los centros escolares?. Recomendaciones para mejorar la calidad de los comedores desde las Asociaciones de padres y madres y las familias. Guía de transporte escolar y de menores. Guía de ayudas sociales para las familias.Aprendizaje cooperativo. GUIA INTER. Guía práctica para aplicar la Educación Intercultural en la escuela. Enfermedades raras, un enfoque práctico. Cancer Infantil. Guía de apoyo para profesores. Guía para padres primerizos. Mi bebe tiene paralisis cerebral ¿Qué hacer? Guía “Los problemas de salud infantil“. Documentos de apoyo a las actividades de Educación para la Salud. Consejería de Salud y Dependencia. Guía didáctica en materia de adopción
