Children with Autism experience
a variety frustrations and difficulties in communication. Many are non-verbal and others view
everything literally. Some are able to
communication well, however figurative expressions like “raining cats and dogs”
will confuse them. A student in my class with delayed processing often presents
like he is being defiant. As educators
we must empower our students to “fit in”. Strategies like role playing and social
skills group will assist them in the communication process. Discussions must
take place about what behaviors may scare other students (like hair sniffing)
or what behaviors may look funny (nose picking). Alternatives to these negative
behaviors should be taught and used in order for our students to function
appropriately. Non-verbal students should be taught to use assistive technology
for all social situations. The device
must be portable and transferred from school to home when possible. Social
skill situations like inviting general educations students in for flex in order
to engage in a fun activity can provide minimally verbal students with
non-threatening opportunities to speak.
Saturday, October 25, 2014
Technology and IEPs- multiple means of language expression
The final use of technology
for IEP’s that we will address in this blog is communicating through various
means of expressive language.
Annual Goal: Andy will increase expressive language production by using a
variety of communication methods in the classroom, including sign language,
gestures, communication boards, pictures, and simple voice output devices
during four out of five opportunities.
Andy will use a
variety of different technologies in order to meet his goals. I think it is great that he will be
encouraged to use different forms of expressive language as many students are
limited to one type of device. Andy will
just choose his style for one type of communication then if he changes his mind
he can change his device. This is so much like typical children as they
communicate using all types of expressive language.
Technology and IEP – eye gaze and pre-recorded messages
Another style that
can be used in an IEP along with eye gaze is to prerecord messages.
Annual Goal: Michael will use eye gaze and prerecorded messages to respond to
appropriately phrased questions in four subject area classes, mathematics,
reading, science and social studies in three out of five opportunities.
Using the prerecorded
messages is a great way to enable a student to prepare for class. This child enjoys learning and becomes frustrated. He needs time to process the answers or
questions. By presenting Michael with
the material ahead of time, he will be able to record questions he might have besides
answers to upcoming questions. This preparation will allow him to actively
participate in his classes without changing his AAC(Augmentative and Assistive Communicaton) device.
Technology and IEPs – picture board and voice output device
Annual goal: Steven will use a picture board or voice output device to
express wants and needs to adults and peers in both home and school at least
four times each day.
Steven is a four year
boy who does not communicate his needs even though is comprehends directions
when spoken to. The assistive technology that is being put in place for him is
a picture board and voice output device.
The picture board enables him to state his requests by pointing to his
requests. The other option is the voice output device. I prefer as an option
because it is more mobile, has a greater selection, it looks “cool” and is fun
to use.
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