Integrating Augmentative Communication in the Classroom, Home, and Community

Chapter 12 in our textbook deals with Integrating Augmentative Communication in the Classroom, Home, and Community. Just my prior postings on Augmentative Communication and IEP’s, this chapter will explore how the devices will be used in the classroom, home and community. Below are questions that were asked in the chapters along with my answers. Answers were a mix between the book and research done on the side.

Strategies teachers can use to overcome “learned helplessness”

Learned helplessness is a characteristic that some students in your classroom might exhibit. As a teacher or educator it is important to know the characteristics and strategies that we can use to help eliminate this behavior.  For this topic I researched this topic by using our textbook, Assistive Technology In the Classroom by Dell, Newton, and Petroff, and by using the internet. Both provided much needed information. According to our book some strategies that teachers and educators can use are:

• Communicate to the class/students what your expectations are as a teacher. Have student’s participate in activities that will increase what you are looking for as a teacher.
• Communicate with the parents daily via a communication folder or report. This is something the student can bring home every night.
• Deliver powerful phrases on the device for students to refuse or protest something

On the internet I came across some articles that provided insight on the topic and how to deal with learned helplessness in the classroom. These particular articles would be very useful for an individual that is reading my blog and not familiar with the topic.

Scholastic.com

Hands and Voices

Education Articles

For my future classroom I can definitely see learned helplessness as a behavior that is going to affect some of my students. Using the information that I learned and applying what I already know I feel confident in the way I’m going to deal with this. I hope you have learned as much as I have!

  Ways augmentative communication can be integrated into the IEP

Augmentative communication is an element that can be integrated into IEP’s based on the needs of the student.

Augmentative communication is an element that can be integrated into IEP’s based on the needs of the student. Before augmentative communication is integrated into an IEP, the IEP must determine the needs of the student based on a variety of questions. This was a topic that we looked at a few weeks ago, the posting can be found on my blog in the month of July. According to our book, augmentative communication can be integrated into the IEP by the following:

• IEP team must be specific on the components of the augmentative communication device that will be use. The IEP team will also have to use specific language in the IEP detailing how and when the device will be used.
• It is important that augmentative communication devices will have to be considered for all non-speaking students
• In the IEP, the IEP team will have to incorporate goals of the augmentative communication device. In addition, the team will have to have a way for the goals to be met
• The IEP team will have to determine who will train the students and adults who will be helping the student with the augmentative communication device.
• The IEP team will also have to consider where the augmentative communication device will be used. Will it be used at school as well at home? If it is at home, how will training take place?

The above factors are essential in planning the integration of augmentative communication into an IEP. As listed you can see that augmentative communication is an important element that can be incorporated into an IEP, but keep in mind that special planning is needed to carry out this integration.

     Important uses of augmentative communication systems at home and in the community

As in my prior post we looked at the important of augmentative communication devices in the IEP. Part of the process of the IEP is determining where the augmentative communication device will be used- school, home, and community. This post will look at the direct important uses of augmentative communication systems at home and in the community by using the following:

• For proper use of an augmentative communication systems at home and in the community there must be communication between each. augmentative communication devices in the home and community can differ from school.
• When the IEP team is planning to incorporate the augmentative communication device, family members of the student must be involved. They will learn the device and how it should be used.
• When using the augmentative communication device within the home and in the community, the skills that were learned in school should be reinforced
• If there are issues with using the augmentative communication device at home or in the community, the IEP team should be addressed. There must be a sense of comfort when using the devices outside of school.

       Ways in which a student’s augmentative communication system is designed to meet the communication demands of home and the community

    

Important uses of augmentative communication systems at home and in the community

Ways in which a student’s augmentative communication system is designed to meet the communication demands of home and the community

As in the prior posts we looked at the importance of using the augmentative communication system within the home base and also in the community. Ways in which a student can incorporate this into those environments is?

For the home structure, the IEP team should: consider the family and their background, help the family learn and implement the augmentative communication system in daily life, help the family learn the importance of the device, and build confidence within the family. 

For the community structure: the trainer should train the teacher and the student how to use the device out of the classroom. The trainer should also train family members who will be in the community with the student who has the AC device. 

References:

Dell, A. G., Newton, D., & Petroff, J. (2011). Assistive technology in the classroom, enhancing the school experiences of students with disabilities. Allyn & Bacon.