Recently during a professional development session in the schools, we were observing a video of a teaching aide using augmented input by pointing on a student’s device. As we engaged in discussion, participants expressed some confusion about the assumptions underlying augmented input as seen in the video and questioned its role in promoting the student’s expressive ability using the device.
The video showed a group of children listening to a teacher telling a story. The teaching aide was pointing to some core vocabulary on the student’s device (reinforcing core concepts used by the teacher) while the teacher was narrating a story. The purpose of the augmented input by the teaching aide was presumably to enhance the student’s understanding of the narrative.
Participants’ confusion in observing this video related to the different ways in which the device was used: How is the teaching aide using augmented input on the child’s device assisting the student in understanding his role in expressing him/herself? Providing input on the child’s device by repeating concepts used by the teacher can be confusing if the child needs to learn to use his/her device for self-expression. This dilemma is not new to AAC intervention, and different solutions have been proposed over the years. Two of these solutions are discussed below. Continue reading “Augmented Input and Meaning-making”
It is the beginning of a new school year. This is a time when educational staff—teachers and therapists—are trying desperately to engage with new students in their classrooms or caseloads. Questions, e.g.…
- How do we get students to pay attention and focus on the lessons we prepare with great dedication?
- How can we deal with challenging behaviors, different language and reading levels of students, as well as diverse levels of skills of classroom assistants?
…can be all-consuming and overwhelming as we search for external solutions to the interaction and teaching challenges we experience in the classroom. The challenge for those involved in professional development of educational staff is how best to support teachers and therapists during this process. Continue reading “Professional Development: Are We Effective in Helping Teachers and Therapists to Grow?”
Over the past 30 years of working in this field, I have often had sleepless nights when meeting a student in elementary, middle, or high school who has no or very limited means to communicate in spite of having access to a device or iPad with a communication app. I keep asking myself how it is possible that a student can reach middle or even high school without the ability to express themselves when we have trained teachers and therapists to provide intervention and support? Despite these resources, it still seems rather easy for students with severe communication problems to fall through the cracks.
Although the reasons for these dilemmas are complex, looking at the way in which we formulate IEP goals can be illuminating. IEP goals are often written to reflect outcomes that show the student has learned or gained (that is, variables that are easy to measure, for example, how frequently students respond correctly to certain stimuli or use language structures correctly within context), without due consideration of how what they have learned impact on their daily interactions. Continue reading “Are We Missing the Boat in AAC Intervention?”