Classroom Structure for ASD
A well-structured classroom serving students with autism spectrum disorders using defined areas for activities, structured work systems, and individualized schedules can decrease frustration, which may result in fewer challenging behaviors. For staff, it can increase efficiency. Staff members can spend less time dealing with challenging behavior and more time working on increasing desired skills. A well-structured classroom can also result in increased independence and self-confidence for individuals with ASD. This online learning opportunity demonstrate compartmentalization and structure in a self-contained classroom for students with autism.
Accessible Academic Activities: Emergent Literacy
Accessible Academic Activities are educational activities that support single switch technology. Students with physical disabilities and/or students who become overwhelmed by too much information (or choices) are good switch candidates. This webinar will review a variety of educational activities that provide curricular supports for switch users focusing on emergent literacy skills (specifically alphabet knowledge, letter writing, print knowledge, oral language, and phonological awareness).
Get Your Seat!… It’s Time for the e-Text Roadshow!
Take a bus tour and learn all about e-text. The tour begins with the basics and quickly moves on to the nuts and bolts of changing and manipulating text that can provide better access to learning. The bus stops at key web addresses for specific information and resources and then continues to other sites for strategies that can help meet the needs of diverse readers.Students with physical disabilities often have difficulty using traditional school tools like a pen, pencil, and/or computer. There are many activities that these students could participate in if they only had the right tool.
Let’s Talk About Books: Communication Supports for Literacy Activities
In this module you will learn how to create meaningful literacy experiences using age appropriate reading materials and differentiating instructional levels. By providing communication supports, ALL students can participate in a book club experience.
Writing with Alternative Pencils
Alternative Pencils give students access to the alphabet and can help students with significant and/or intellectual disabilities engage in emergent literacy activities. This module demonstrates five different types of alternative pencils.
Infusing Communication Activities Using the iPad
iPads have become popular as affordable devices for communication, but where do you begin? This archived online webinar focuses on current resources and provides updated information on iPad apps. Ideas and strategies for embedding language and communication into content areas are demonstrated.
Introduction to AAC: Content, Form, and Use
Basic communication includes three components; content, form, and use. If one or more of these components is missing or faulty, communication breakdown can occur. This module goes through each component and role that it plays in communication so that you can help your students improve their communication skills.
Embedding Communication into Early Literacy Activities
This module will demonstrate four key strategies when infusing communication skills with literacy activities; keeping the story personal, using simple language and vivid images, employing a repeating phrase or “fill-in-the-blank”, and including interactivity to keep it engaging. Each strategy is detailed and includes multiple suggestions that can make your job easier.
Teaching Different Types of Communication
There are different types of communication: general communication, small talk, conversations, gossiping, and joking around. One device or app may not meet ALL communication needs. This module will introduce considerations when deciding on tools to meet the needs of an individual’s variety of communication contexts.
Determining AAC Services for Nonverbal and Minimally Verbal Students
This module is an interactive self-assessment about basic information specific to the treatment of communication impairments among persons with severe disabilities. It provides resources concerning philosophies and intervention practices developed by the National Joint Committee for the Communication Needs of Persons with Severe Disabilities (NJC).
My Student was Given an AAC Device: “Help!”
This webshop will explore common questions asked by professionals in learning to help students who are new to an augmentative communication device within the classroom setting. The goals are to help those professionals identify naturally occurring opportunities within the curriculum to encourage use of these devices and, ultimately, to help students achieve communicative competence.