ho modifying the curriculum with core - pbworks modifying the...modifying the curriculum with core...

jsl 6-27-16 1

Modifying the Curriculum with Core Janet S. Lehr, M.S., CCC-SLP

JanetLehrSLP@gmail.com 410-693-0887

AAC: Augmentative Alternative Communication

• No Tech – facial expression, gestures, vocalizations, sign language

• Low Tech – manual communication boards / books

• Mid Tech – voice output devices – recorded speech

• High Tech – voice output devices – text to speech Core Vocabulary

• Backed by research – most frequently used words

• Primarily pronouns, verbs, adjectives, and prepositions – very few nouns

• Words can be combined

• Trade concreteness for dramatic increase in opportunities to use, ease of teaching and learning.

• Can be used in any environment.

BCPS 50 Core Board

jsl 6-27-16 2

Stages of Language Development

Stage 1 Talking with 1 word at a time Stage 2 Talking with 2 and 4 word phrases Stage 3 Building phrases and early sentences Stage 4 Learning grammar and sentence structure Stage 5 Using sentences and phrases with more grammar endings Stage 6 Using correct grammar and syntax www.aaclannguagelab.com

“Without communication there is nothing else.” Cathy Kenngot, MA Parent Educator International Rett Syndrome Foundation The “Why” of Communication

Purpose of communication:

• Express wants and needs

• Gain and share information

• Develop and sustain relationships

• Engage in social etiquette Communicative Competence for Individuals who require Augmentative and Alternative Communication: A New Definition for a New Era of Communication. Augmentative and Alternative Communication, 2014; 30(1): 1-18)

I believe building relationships is the key to living a fulfilling life. In order to do that you need access to everyday language. I can say anything that I want to say, even if I do (SOMETIMES) put my foot in my mouth. Chris Klein

https://www.youtube.com/watch?v=3l7k56yErGw&feature=em-subs_digest

The “What” of Communication (Functions)

jsl 6-27-16 3

Using Core Vocabulary in the Curriculum

If they don’t learn naturally, it must be taught explicitly. Hans Asperger Science Referential Teaching vs. Descriptive Teaching

jsl 6-27-16 4

Language Arts

jsl 6-27-16 5

Adding Props to Lessons (Props are Essential!)

Prop Box for Story Retelling http://www.frogstreet.com/fall-in-love-with-reading-using-classic-tales/

Learning should be FUN!

We rarely succeed at anything unless we have FUN doing it.

The Fun Theory http://www.thefuntheory.com Magnetic Core eMagnetic Poetry: 4 Ideas Across the Curriculum http://www.scholastic.com/teachers/top-teaching/2014/03/emagnetic-poetry-4-ideas-across-curriculum How it works: Students find an image of a book character, or they create their own drawing of a character and then snap a photo of the drawing. Then they brainstorm character traits and artistically collage these adjectives over the character’s portrait.

jsl 6-27-16 6

Adapting Books and Lessons

Make it simple. Make it memorable. Make it inviting to look at. Make it fun to read.

Leo Burnett My Process to Adapt Materials: (Google, Pinterest, Teachers Pay Teachers)

• Read and understand the book / lesson. Simplify to main points.

• Look for quality pictures.

• Identify core words to talk about the book / lesson.

• Find fun activities.

• See if other people have already modified the book / lesson. Questions to Ask?

• Do my materials look interesting and fun?

• Is the vocabulary at the appropriate language level?

• Do I have fun and engaging activities?

• Is this something that can be done easily in the classroom?

• Do the materials address the curriculum goals? Your Task

• Work individually or in groups

• Choose your materials – books, lessons, etc.

• Use the planning worksheet to work through the process to modify the materials and plan your lessons.

• Be prepared to share with the group.