When the 3rd Dimension Calls – Tactile Enhancements for
Communication & Literacy
deannawagner@mac.com ATIA 2017
Using a picture or an object to represent a preferred item is
one way of supporting students in making requests. It is important that we remember, however,
that making a request only assists that person in communicating one specific
intent/purpose. All people communicate
for a variety of purposes. Sometimes
their behavior is non-symbolic and non-traditional (such as using idiosyncratic
gestures or body language).
Commercial Symbol Sets:
District 75 "Give me 20" AAC Vocabulary +
Letters/Numbers for ProxTalker
Customize Your Symbols:
Use high visual contrast, limit visual complexity, limit glare
(contact paper, not laminate)
Use durable materials that have distinctions in color, shape
& texture
Adhere with cable ties or clear silicone; add Braille labels or
puff paint
Make a book – use pages from LoganTech binder, PECS books or
Binder Rings
Take good photos - Make a talking photo book for iPad
In order to support development of symbolic communication, we
need to model a variety of communication
forms/intents and then show these students how to access that system.
Our Goal (inspired by Linda
Burkhart): Within natural contexts
throughout the day, the student will learn to use an increasing number of
communicative functions or intents expressively with his communication
system. Examples of communicative
functions and intents:
· Request objects
· Request action
· Request activity
· Request a turn
· Reject, protest,
complain
· Respond/acknowledge
· Inform, share, or show
(draw attention to something, like a photo)
· Clarify or specify -
for example in the case of something is wrong
· Comment on
action/object
· Express an opinion
· Ask a question
Use
the Communication Matrix to systematically explore how your student is
currently communicating. It is free and available in both English and Spanish. www.communicationmatrix.org
•
At
the Center for Literacy & Disability Studies, we have just finished the
first year of a communication intervention study focused on building early
symbolic communication skills among students with complex needs including sensory
loss. Our year 1 results are exciting. A group of 72 children (ages 3-21) made
statistically significant improvements in both complexity and range of
communication. One of the biggest challenges we encountered was the commonly
held (mis)belief that we have to start with concrete referents. This collection
focuses on conceptual versus concrete
vocabulary for
students with complex needs.
• We are focusing on the words GO,
LIKE, and NOT in our work with students with the most complex needs, and we're
finding those three words can be used to communicate for many different
purposes across many contexts.
Core
Words:
In
order to support development of more traditional/conventional symbolic
communication, we need to model a variety of communication forms/intents and
then show these students how to access that same system. In our efforts to teach students at Foundation
for Blind Children, we also use “MORE” and “FINISHED” in addition to the
symbols mentioned by Karen. Some
concrete symbols are also used for transitioning purposes.
Resources/References:
Using Object Symbols (for Schedules and
Choice-Making)
·
http://www.pathstoliteracy.org/strategies/tactile-schedule-students-visual-impairments-and-multiple-disabilities
(also other literacy ideas)
Beyond Choice-Making
Make Your Symbols
Practical AAC ideas
Literacy & Communication
·
Tactuals and Start-to-Finish Literacy
Starters stories https://www.med.unc.edu/ahs/clds/resources/deaf-blind-model-classroom-resources/tactual-book-kit-directions
· District
75 Educational Tag Set http://logantech.com/collections/voice-output-communication/products/instructional-tag-set
Devices
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