Expressive Communication

What is Expressive Communication?
 
Expressive communication involves sending a message to another person to make something happen or to stop something that is already happening.
 
Children and youth who are deaf-blind are able to express themselves in many different ways. Parents, siblings, and service providers must be responsive to their varied forms of communication.

Reasons to Communicate at an Early Age

Register Protest or Rejection

• Don't touch me!
• I don't like that!
• I don't want another bite!
• Stop doing that!
• Gain Attention
• Mama
• Hey, here I am look at me!
• Come over here!

Request Continuation

• I want another bite.
• More bouncing, please.
• I need more work.
• I want to play ball some more.

Make a Choice

• I want chocolate milk (not more food).
• I'd like a hamburger (not a drink).
• I need a break from my work.

Reasons to Communicate at a Later Age

 Greet Someone; Make Social Comments

• Hi
• Bye
• Thank you

Make Offers

• Would you like some?
• Here, have some of mine.

 
Below are three prime examples of what a student or teacher can use for a student struggling with Expressive Communication
 
Break Cards, break cards tell someone that the student needs a break or time out from an activity or the the classroom.

Choice Cards allow the student to have a "choice" on what they want to eat, play with, or do.

 

 

Students use Past Event Cards to help communication with others throughout their day. It helps the student be able to share events that took place during the day with friends and families.

Here is an example a student with a past event card might do at school. 

At the end of the day, the teacher or teacher's aide asks the student one question about the day

What letter did we talk about today?

What was for lunch in the cafeteria?

What did you make in art?

What book did we read?

The student answers the question. If the student cannot answer the question, the teacher prompts an appropriate answer.

 

The teacher writes the question on a note card, with the answer on the back, and indicates if the answer was prompted.

 

When the student goes home, his parents say hi, take the note card out of his backpack and ask those questions.

 

 

 

 
 
 

Receptive Communication

Receptive Communication is the process of receiving and understanding a message. It is often difficult to determine how a child who is deaf/blind receives a message. Think about living in a world where you cannot see or hear what is going on around you. If we pay close attention to the way we send our messages, we increase their chances of being received.

It is very difficult for individuals who are deaf-blind to understand how they should respond to your communication. This is especially true when the child has limited understanding of speech cues. 

 

For example, when Lee is given a gesture or sign, “eat,” Lee does not know if it is a command or a question.  Lee’s teacher is teaching a new vocabulary word and wants Lee to imitate the sign

For those who would like more information on this topic Parenting and Child Health is a great website that has specific information for you to read.

Below are six examples of what a student or teacher may use to help with Receptive Communication.

 

 This is a picture of a completed daily schedule a student would follow.

This is the Universal sign for NO

 

Below is a Mini Schedule for students that are completing a quick task

 

Sequential Step direction for specific tasks/activities. This picture is showing step by step directions on how to wash your hands.

 

 

This shows the students to stop, go, done, and almost. Students follow this to the color. Green for go, Yellow for almost done, and Red for stop.

5 IEP Goals with Assistive Technology

Listed are 5 examples of student’s Academic Achievement and Performance for their Annual goal. Also each example has a picture to show which type of Assistive Technology the team would use.

Example 2:

Present Level of Academic Achievement and Functional Performance: Eric participates in regular education programs for his academic subjects. His hand strength is limited and he fatigues quickly when doing any handwriting task. Civics and English homework are a particular problem because of lengthy assignments and reports that need to be completed.

Annual Goal: Eric will use a computer or portable word processor to complete 100% of his assignments in 10th grade English and Civics classes.

                                                      

Example 5:

Present Level of Academic Achievement and Functional Performance: Sarah can use eye gaze fairly successfully to indicate her wants and needs when items are appropriately displayed so that her communication partner can tell what she is gazing at. She currently makes a grunting sound to greet others, to get attention, and to represent both yes and no. She has recently been using a four-message output device and is having some success at making choices. Sarah travels independently about the school in her power chair.

Annual Goal: Sarah will interact with others in the school environment in four out of five opportunities to indicate her preferences and needs using voice output devices and eye gaze strategies.

Example 10:

Present Level of Academic Achievement and Functional Performance: Jeff likes to interact with his family. He enjoys eating and being involved in meal time and other functional activities in the home. He has not been able to participate in cooking or cleaning except to look toward the item that is needed next, or make a sound when his mother purposely “forgets” something.

Annual Goal: Jeff will use a single switch to activate adapted utensils and appliances to assist family members in targeted functional household tasks during three out of four opportunities.

Example 11:

Present Level of Academic Achievement and Functional Performance: Kelly is in the third grade classroom for most of his day. He has a full time paraprofessional who assists him. He is unable to use a standard keyboard because of his physical limitations. Additionally, his speech is frequently unintelligible. He currently uses single message and multiple message voice output devices, eye gaze, and limited direct selection to complete his academic work. Kelly is functioning at about the second grade level in most curricular areas.

Annual Goal: Kelly will use an adapted keyboard with custom overlays and a computer with talking word processing to complete all academic work.

Example 12:

Present Level of Academic Achievement and Functional Performance: Steven is a four-year-old boy diagnosed with pervasive developmental disorder. His placement is in an Early Childhood classroom. He is able to understand and comprehend when spoken to, but does not communicate his needs consistently. When choices are simplified and broken into steps, Steven will try to communicate wants and needs. Peer interactions are limited.

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.

"The IEPs were written by the Wisconsion Assistive Technology Initiative"

IEP Considerations with AT

                                                        

For those of you who do not know what an IEP is, it is an Individualized Evaluation Plan for students with a special need. When working on an IEP it is very important to be detailed and specific about the students needs. Each student’s IEP must be developed by a team of knowledgeable persons and must be reviews at least once a year.

 Many school districts think that the child’s strongest advocate is to insist on using assistive technology devices and services. Once a child has been evaluated the student is automatically open to being provided AT or services. No matter what form of Assistive Technology is used by the IEP team, the LAW requires that the assistive technology needs of the child MUST be considered. If the student receives AT it must be stated in his/her IEP. Something as simple as a Slant board, Pencil grip, or Picture cards can be used as an “Assistive Technology Device”

Not all students technically need a device to excel. This is just one thing that the IEP team can consider using to meet the students goals.  If the device the student is using meets the students goals the team will continue using it. If the goals are not being met, the team must immediately meet to find a device that will meet the goals and standards for that student.  

12 Devices for AT

Below are 12 different devices that people can use when they are struggling with a specific topic. These devices are very helpful and can really change a persons lifestyle of learning and succeeding.

1. Word Prediction Software is a device that students who struggle with word processing, grammer and spelling. The device predicts the word choice that you are looking for when writing. It is very useful for not only students stuggling with grammer. Below is a youtube video explaining how to use the device. It gives step by step instructions on how to use the WordQ device.

http://youtu.be/YEgUw7HDRs4

The WordQ website below is very popular and very easy to use.
http://www.goqsoftware.com/

2. Talking Word Processor System is a device that will read what you typed back to you. It allows the student to understand what he/she just wrote and be able to self correct their work. ReadingMadeEZ is a well-known website that supports this device. This link ReadingMadeEZ will take you to the main website where you can purchase the device.

The ReadingMadeEZ also has a youtube tutorial that allows the student to understand how to use the product. 
http://youtu.be/ieR6MWHcEik

3. Naturally Speaking Voice Recognition Software is a device that basically types what the student says. When the student talks out loud the device will type out what he/she has spoken. The software is used for students with dyslexia, word recognition, and writing in general. Dragon Naturally Speaking12 is the most popular software that is used. The software makes it easier for anyone to use a computer. You talk, it types. It quickly and easily captures your thoughts and ideas and helps you get done faster.http://www.youtube.com/watch?v=8LCBsC9wuFc

Here is the website to the Dragon Software, it has all the information that you would need.http://www.nuance.com/dragon/index.htm

4. Scan and Read Software is a device that helps students who struggle with reading, who have low eye sight or for those who are blind. The software reads off whatever the students scans into the computer. OpenBook Scanning and Reading is a software that is used. http://www.freedomscientific.com/products/fs/openbook-product-page.asp

The device also has a youtube tutorial that allows the student to understand how to use the product.
http://youtu.be/lr6xDiwPTpQ

5. Books on CD is a great device that helps students follow along with the story. Teaching preschool, I use books on tape quite a lot. Students seem to engage more with the book when they are listening to it other than the teacher reading it out loud.

This website has many books on CD/Tape that you can purchase.  http://www.audioeditions.com/?gclid=CL-fucyQ9bUCFZCf4Aodhn8AUw

6. Multisensory educational software (Math) is a software that engages all students abilities and learning styles. It helps those who struggle with math, numbers, shapes, story problem, etc. TouchMath is a device that teachers can use for early grades, the website gives many different examples and ways to teach certain topics in math. http://www.touchmath.com/index.cfm?   fuseaction=WYT.welcome&page=AboutTouchMath

http://youtu.be/NrSOmXsIBTQ This video shows how to use TouchMath.

7. Adapted keyboard is a device that helps students whether they are suffering from visual impairments, or just have a hard time reading their computer's keyboard.

Independent Living Technology is one type of software that has a full line of large print keyboards, alphabetical keyboards, one handed keyboards and on screen keyboards for all of the students needs. http://www.iltsource.com/Assistive_Technology_Products_s/25.htm

This is also a tutorial of how one would use this type of device
http://youtu.be/gkWfGNfNd_Y

8. Portable Word Processor is lightweight device that is easy to transport (e.g., from classroom to home). It can be helpful to kids who may have trouble writing by hand and prefer to use a keyboard. Word processing allows the user to edit and correct his written work more efficiently than doing so by hand.

This website http://www.greatschools.org/special-education/assistive-technology/961-portable-word-processors.gs  gives great sources of software to use for this type of device.

9. Assisted Literacy Software is software that helps students with read and write. One type of device used is Literacy Lab, it is a comprehensive literacy instructional program designed to help all students realize the goal of independent and meaningful reading and writing.

http://www.mayer-johnson.com/literacy-lab/?gclid=CJ3A3aSc9bUCFcqd4Aod3joAxg

Teaching preschool I try to always match words to pictures, this allows students to understand the word and meaning of it in a visual and auditory way.

10. Voice Output Communication Device is an electronic alternative communication systems used to supplement or replace speech or writing for individuals with severe speech impairments, enabling them to verbally communicate their needs. This device is important for people who have limited means of interacting verbally, as they allow individuals to become active participants in communication interactions.http://www.gateway2at.eu/page.php?page_ID=3&gen_ID=12&mensub_ID=4&submen_ID=4&AtDet_ID=55

Heres a video of how to use Voice Output Communication Devices http://youtu.be/vVVD63KgY3U

11. Type to Learn Software to teach keyboarding skills, there are many different softwares out there to help you learn how to type. One software that I came across was TypingWeb.com. It is a Free website that allows you learn quickly how to type. There are many typing games, typing tests and ways to receive your typing certificate. http://www.typingweb.com/

This website is great for all ages, its great to use something like this with the early grades. This video shows you how easy it is to use TypingWeb. http://youtu.be/NLw7lH52h-8

12. Electronic Touch Tablets are a type of devices that can be used for all ages from 1years old to 100years old. Its like a mobile computer that you can use your fingers or a pen to apply to. This video shows how great this device is for younger ages. http://youtu.be/-KNrsDep3L0
As a preschool teacher, using Ipads in my classroom is a must. Students are able to engage in many different types of subjects, math, science, reading, without even knowning that they are learning. These touch tablets are fun and are very easy to use

http://www.vtechkids.com/product/detail/2037/Write_and_Learn_Touch_Tablet

AT Internet Modules

AUTOMATIC SPEECH RECOGNITION

 

 

Automatic Speech Recognition has been around for quite a long time if you knew it or not. Their are a wide range of students and others that benefit from this program.

For those who do not know what Automatic Speech Recognition is, it is a computer application that lets people control a computer by using speech. I myself did not know what ASR was when starting this third module.

 

For example, students can write using voice recognition in conjunction with a standard word processing program. When users speak into the microphone, their words appear on a computer screen in a word processing format, ready for revision and editing (Nanke, Stindt, & Lees, 2009).

 

This module explains a very useful software that is used throughout the world. It benefits not only students in the classroom but people in general throughout their daily routines.

 

Below shows the third module listing who can benefit from the speech recognition software,

 

The University of Buffalo Assistive Technology Training Online Project (ATTO) lists the following as students who can benefit from ASR software (see "Eligible Students"):

Students [and others] who can benefit from speech recognition vary greatly in their needs. Speech recognition can assist students who have the following difficulties:

• Students [and others] who are unable to manipulate writing tools and who require an alternative system.
• Students [and others] who have difficulty with writing mechanics; those having difficulty with spelling, grammar, etc.
• Students [and others] who have difficulty with the writing process; with getting their ideas written down.

The exampled software they use is Dragon Home Software is a very reasonable price and could definitely be used in my classroom for speech, writing, spelling, word scrambling, etc.

 

 

 

 

 

AT Internet Modules

 

AT CONSIDERATION IN THE IEP PROCESS

 

             

 

 

When completing this module I learned right off the back that the Individuals with Disabilities Education Act (IDEA) states that every IEP team is Required to consider the AT needs of every student who is receiving special education service. I thought that it was very interesting and important to know that. The AT devices and services can increase the student's quality of performance.

 

Although I have never created or sat in on an IEP, I am familiar with creating them and what type of goals, strengths and weaknesses the student may or may not meet. When completing this module I came across an example of documentation that the parent, the general teacher and special ed. teacher had completed on a fifth grade student struggling with writing.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

There are many different techniques to IEP's, this module allowed me to understand many questions that are asked during an IEP and what technology does and does not work for students. I feel as if I learned a lot of new information about Assistive Technology with IEP's. If I were to be placed into an IEP meeting, the information I have obtained with help me tremendously.

Assistive Technology Internet Modules

AT Internet Modules is an excellent and free website for anyone that is interested in learning about Assistive Technology. Like I said in my other blogs, I was not quite sure going into this class what I would be learning. This website helped me answer many questions that I had and teach me things that I did not know. Below is the first of three modules that I needed to read, learn and complete on the website.  

AT ASSESSMENT PROCESS IN THE SCHOOL ENVIRONMENT

Lets start off by explaining what Assistive Technology is. AT is any tool that can help a student with disabilities. It allows the student to be able to do things more quickly, easily and independently. This module was very important and useful for me as a teacher.

I teach a very young class that is extremely diverse. The module explained guiding ways to help students use AT. I think is very important to help meet the needs of every student, whether it be a strength or weakness. I felt as a teacher that this module was very positive and full of information. I gained a lot from this module and can see myself using different strategies in my own classroom setting.