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4/13/2018 7:41 PM
In our district, we are trying to build a more integrated approach with regards to our therapists, involving them more in the day-to-day classroom, especially when it comes to speech & language. Due to caseload size and number of minutes, our SLP is trying to move to this integrated approach, supporting her students throughout the day, and modeling expected communication with AAC devices for the teachers and assistants as well, so that speech doesn't just happen during speech time.
As the district's AT specialist, I have tried to focus on supporting the classroom assistants this year, modeling for them the kinds of language they can use with the students during different academic times as well as social times, how to use the device during literacy, math, motor group, etc. The program assistants I work with have been wonderful and are always happy to learn more about how best to support the students, but still are hesitant when it comes to modeling on a student's AAC device. What are some ways that you have found to help build competence/confidence in your teachers/program assistants when using aided language stimulation?
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I am an SLP and one way to help assistant and teachers model the use of AAC is to make sure they have access to their own device at all times. Then, give them a list of pathways for vocab that they use often in their class. Sit with and show the teachers and assistants how to navigate these pathways. On an institute day have staff converse using only aug com for an activity.
colleen.hammersmith@d214.org - 5/9/2018
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Carly, I think it is great that your focus has been supporting the program assistants using the communication devices across curriculums. As the devices change throughout the years and I have scaled back from whole group, it is difficult to always model using the AT for the assistants. The time I have found it to be best is first thing in the morning during morning work, I have the students count using their devices, express how they are feeling, and to tell me how the weather is. The assistants have found these routine questions to be embedded when they are working individually with the student. Also, we have a jeopardy game on Friday's linked to News 2 You. The categories are images, letter, numbers colors, and shapes. Students are able to navigate to their pages and answer the jeopardy question with ease. When we do have whole group activities, I do my best to incorporate communication throughout the lesson so the program assistant can get familiar with their devices.
makhteebo - 4/15/2018
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