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vanessa
6/5/2017 7:28 PM
Students who are visually impaired may have unique needs when using an AAC device compared
to their peers who aren't visually impaired. A few things to consider for
students who are visually impaired include: size of the picture, lighting
conditions, array of the display, complexity of the picture being viewed,
ability to use a systematic scanning method and, for some students, the amount
of sensory activity occurring when viewing the device (such as background
noise, tapping the picture, talking, etc.). Another factor to consider is the
placement of the device. If a student has a visual field loss, he/she may not
be able to access all of the pictures on the display.
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Awesome post. Other considerations can be use of a device with auditory prompting features (consistent throughout the device), a device that can be fitted with a key guard (for tactile differentiation/distinction of keys/buttons/messages), and use of other tools such as tactile stickers or wiki stix around key guard square/s to help orient the child to the device (e.g. "go home button," corners of the device, middle of the device, "clear" button etc.)
K. Reynolds - 6/8/2017
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Many teachers require their college students in communication disorders or child development classes to complete a Communication Matrix online. Please have your students use the Test Drive site for this purpose. You may ask them to print out the Profile and Communication Skills List as proof of their work.
The only way I know that he wants something is because he fusses or whines when he's unhappy or uncomfortable, and he smiles, makes noises or calms down when he's happy and comfortable. Does this statement describe your child?
She doesn't come to me to let me know what she wants, but it's easy for me to figure out, because she tries to do things for herself. She knows what she wants, and her behavior shows me what she wants. If she runs out of something to eat, she will just try to get more, rather than trying to get me to give her more.
Does this statement describe your child?
He knows how to get me to do something for him. He uses some of the kinds of behaviors below to communicate:
Does this statement describe your child?
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
– Does this independently most of the time when the opportunity arises
– Does this in a number of di erent contexts, and with di erent people
– Does this inconsistently
–
Only does this when prompted or encouraged to do so. Only does this in one or two contexts or with one person.
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
