572 Search Results for video school
January 2, 2020
by Carole Zangari -
Before we get too far into the new year, we thought you might like one last look at some of the most popular AAC videos of 2019. Looking at AAC Modeling Growing Language with AAC Modeling The Critical Nature of Literacy in AAC Apps and Resources for Core Vocabulary Teaching AACtually Doing It: Core in the Classroom A Look at PODD Books Parent-implemented AAC Intervention for Young Children Getting Acquainted with Tar Heel Reader TELL ME: AAC in the Preschool Classroom PrAACtically Visual: Supporting Communication Across Activities & Environments Do you have a favorite that didn’t make the list? We’d love to hear about it.
December 4, 2019
by Carole Zangari -
Many PrAACtical AAC readers are using core vocabulary systems in their schools and classrooms, but few have done so consistently for almost a decade. Today, we’re featuring a video from guest authors Kelly Key and Deidre Dobbels who discuss how they have implemented core vocabulary systems and helped their students develop generative language by ensuring that their AAC systems match their individual needs. Their presentation is an archived webinar from the fabulous AAC in the Cloud Conference that is hosted by CoughDrop. We are grateful to Kelly, Deidre, and the CoughDrop team for making and sharing this video. You can obtain the handouts for this session here. Enjoy! Direct Link to Video – https://www.youtube.com/watch?v=PtPIjFiSK8c
July 10, 2019
by Carole Zangari -
Some emergent communicators, particularly those with significant vision difficulties, benefit from symbols that they can touch and hold. In today’s featured video, we hear from Elizabeth Torrey, an SLP at the Early Learning Center at the Perkins School for the Blind. Elizabeth helps us better understand some of the ways in which we can use object symbols to represent activities, things, places, people, and other concepts. Many thanks to Elizabeth and to the Perkins School for creating and sharing this helpful information. You can download the handout for this session here. Want to learn more about communication and object symbols? Here are some past posts that may be of interest. Direct Link to Video – https://www.perkinselearning.org/videos/webcast/tangible-symbols
May 9, 2019
by Carole Zangari -
We are pleased to welcome Beth Waite-Lafever, an SLP with over 30 years of AAC experience, back to these pages. She has worked in outpatient rehab, private practice, and public school and has the RESNA ATP credential and LAMP certification from The Center for AAC and Autism. Beth has given many presentations at the state, national and international levels on AAC and related topics. In her private practice, she has provides evaluations, therapy, and training. Beth is the proud co-creator of The Indiana AAC Summit. Currently, she provides monthly online training for PRC as a contracted employee and is an SLP and AT Coach for MSD Martinsville, a public school system in Martinsville, Indiana. :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: How We Do It: Increasing AAC Acceptance and Making Better Communication Partners In Our School Each May when I see the Better Hearing and Speech campaign gear up, I wonder what more I can do... [Read More...]
May 1, 2019
by Carole Zangari -
Aided language input and other forms of AAC modeling are often used to help individuals with complex communication needs learn in an immersive AAC environment. Today, we turn to Mara Rogers and her fellow AAC SLPs at the Northeast Intermediate Metro School District in Minnesota. In order to better support their students with AAC needs, they created a series of videos to demonstrate what aided language input looks like for beginning communicators. Enjoy! During Reading Creating Communication Opportunities Group Activities Requesting Rejecting Thank you, Mara, Sara, Maggie, and Olivia for making these videos and to the Northeast Intermediate Metro School District for support of this dissemination effort. Direct Link to Intro Video: https://www.youtube.com/watch?v=qC6q1B3jHEs
April 11, 2019
by Carole Zangari -
As AAC interventionists well know, we can improve learning outcomes by getting key communication partners to use specific strategies to support AAC learning. How can we do that effectively and efficiently? Today, we hear from Laura Hayes, an AAC Facilitator for Special School District of St. Louis County, Missouri. Using her 10+ years of AAC experience, Laura provides support to staff and students across 4 school districts. She has presented locally and at state, national, and international conferences, and has been involved in both inpatient pediatric and educational AAC research. Laura loves providing staff training, implementation resources and guided direction to help students using AAC succeed. In today’s guest post, she shares her experiences and tips for supporting communication partners. (Don’t forget to download the resources she is sharing before you go.) ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: How I do it: Using Videos and Instructional Feedback to Support Communication Partners Prior to the Training... [Read More...]
February 13, 2019
by Carole Zangari -
Social stories(TM) are a type of narrative that are used to help learners with social pragmatic and other difficulties gain a greater understanding of a particular context, skill, or concept. For example, we may use social stories to help a preschooler understand what happens in a fire drill or at a birthday party. We may write social stories for a high school student who asks overly personal questions or talks only about their own favorite topics. First developed by Carol Gray, these stories are written using a specific process so that they meet 10 defining criteria. Both the process of writing social stories and the narrative structure that is used in this genre differentiates them from other types of social narratives. You can see examples of well-written social stories here and learn more about the early history of social stories here. Ready to get started learning how to write ‘real’ social... [Read More...]
December 17, 2018
by Carole Zangari -
We’re so pleased to welcome back Sarah Mueller, who teaches high school students with intellectual and developmental disabilities in Rochester, Michigan. In this post, she shares her experiences in working with peer mentors and how she has helped to facilitate meaningful relationships between students with and without disabilities. Don’t miss her video or the links to download some of the materials they used. Enjoy! The Power of Peers We often talk about the functions of communication and their importance in developing and expanding the students’ communicative repertoire. Moving beyond requesting to protesting, commenting, and greeting and other functions is often the focus. But as high schoolers included in the school community, my students want to be social with their peers without disabilities. What does that look like for students with complex communication needs? How, as a teacher, can you structure social opportunities to teach and practice core? What... [Read More...]
December 10, 2018
by Carole Zangari -
We’re so glad to share the work of Sarah Mueller, a special education teacher in Rochester, Michigan, who returns to talk about AAC with older students. Sarah teaches high school and works with many students who have developmental disabilities. She strives to embed language and communication throughout her students’ entire school experience and help them become strong self-advocates as they prepare for adult life. In this post, Sarah talks about supporting AAC learners who are working with AAC systems rich in core vocabulary as they prepare for their weekly trips into the community. :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: Core in the Community Core vocabulary is often embedded in the typical instructional tasks of the school day: communication exchanges, calendar time, literacy, etc. Like most high school teachers for students with intellectual disabilities, community-based instruction (CBI) is a component of my classroom program. My classroom becomes the community every single week! It is yet another setting where I... [Read More...]
November 28, 2018
by Carole Zangari -
Transitions usually seem a bit daunting, but the move from the school system to post-school life is one fraught with a great many challenges. For people who use AAC, a group with unemployment rates exceeding 90%, the path to a rich and fulfilling life in adulthood requires a great deal of support. In many cases, the systems and individuals who are in the position to provide that support lack the information, experience, training, and resources they need to be effective. In today’s video, we hear from Dr. Rackensperger, Vice President for Persons who Use AAC and Their Families at USSAAC, who has a unique perspective on these issues. She shares ways that we can address these challenges by using person-based panning and strengths-based approaches in our efforts to foster self-determination and build self-advocacy. This video is part of the USSAAC webinar series and is made possible with the support of... [Read More...]