The importance of the use of augmenative communication at home and the community

The development of a working relationship between school and home is so critical to the success of augmentative communication. Both of these environments reflect different and varied communication demands. They can be coordinated efforts that can significantly increase the likelihood of effective communication. It is strongly recommended that patterns of family functioning and cultural diversity be actively considered at the initial stages of development and throughout the implantation process. Parents are aware of the of the need of communication of conversation with their children to help facilitate their appropriate interactions with others.

Augmenative communication can be intergrated into a IEP

Augmentative communication can be used for all students. Teachers should be able to integrate this into the IEP. Teachers can integrate this into the IEP by adapting the curriculum in order to meet the needs of the learners into he classroom. Also, teachers need to write goals and objectives for augmentative communication users. Next, they should provide ongoing skill development in communication and determine students communication needs. Finally, training others in using augmentative communication system will be helpful for all students especially those with an IEP.

Teachers can overcome learner helplessness!

I have learned some new ways and strategies to help students overcome learner helplessness. First, teachers need to build a daily expectation of communication through specific activities such as choosing the activities during recess, picking a book to read, or identifying where to eat lunch. Also, provide powerful phrases on the device for students to reject or protest something. Next, provide for choice making whenever possible that requires the student to use his or her augmentative communication system. Finally, allow for natural consequences to occur and provide avenues for repair.

 

Activity #2

 

I found a lot of awesome math websites when typing in "web sites for teaching math" into Google.

I found brain pop and brain pop jr. After looking through these sites I found that they offer awesome videos along with class quizzes and after the lesson activities. Also, I found math.com and mathforteachers.com. Both of these sites offer student activities, class lessons, and tips for teaching. Next, I found insidemathematics.org. This site gives great teaching ideas and at home resources to use. Finally, my favorite site was pintrest.com. I have found many of my lesson plan ideas and teacher tips on this website. I would recommend all of these websites to future and current teachers!

VIDEO-https://www.youtube.com/watch?v=LvkER-TrRo0

Activity #1

After exploring virtual manipulatives,  I found that an electric abacus appears in more then one of the grade levels. It is supported by Utah and Utah state university. This virtual manipulative can be integrated into a classroom to enhance student learning. This can be done individually, with small groups, or as a whole class activity. This could be for students with disabilities or just for students who learn best by visually seeing it and then being able to use kinetically to move the abacus. The abacus below is a standard one that could be used in schools for students who qualify for needing one.

Low-tech and High-tech adaptions for students with disabilites in math

Student's with disabilities need adaptions in math. Manipulative is an examples of a low-aid adaption. Also, Onion Mountain Technology makes fraction rubber bands, a manipulative number line, laminated addition and multiplication tables, and a special ruler that has multiple transparent overlays to help students understand the relationship between the different units of measure. Large calculators with oversized buttons are useful for students who lack fine motor control. Talking calculators can also be used for students with visual impairments. The coin abacus and coin-u-lator are designed to help teach basic money counting.