AAC Chapter Thirteen Flashcards
“Professionals must be committed to providing ______ to the general education curriculum for all student regardless of their needs and abilities”
access
In Oklahoma…
NOTE: Only 2% of students should legally be allowed to participate in the ___________ (OMAAP) as a modified format to the state-wide, standardized tests.
In the 2012-2013 school year, we had ____ of students participating in the OMAAP.
In the 2013-2014 school year, students who had previously taken the OMAAP were expected to take the same test as the peers in their grade.
What do you think happened to our test scores?
Oklahoma Modified Alternate Assessment Program
16%
Modifications:
Accommodations:
Change an outcome
Write the first sentence of each paragraph
Same outcome as peers **Try this first
Type/dictate the paper
Inclusive Education
Refers to a number of practices and outcomes that take place primarily in a _______________ classroom that is populated by students in the same chronological age as the student with CCN
1st requires the student with CCN to be a _______of the class
2nd requires that all students participate ______
3rd means that a student with CCN acquires skills that are meaningful and relevant across all _______ areas
No Child Left Behind Act of 2001 (PL 107-110)
Goals related to curriculum standards and functional skills are written in a student’s _________________
general education
member
actively
academic
individualized education program (IEP)
Transition from Preschool to School
Begin providing AAC services to children with CCN during _______ to avoid spending months/years assessing once they enter elementary school.
Individuals with Disabilities Education Act of 2004 (PL 108-446) _______publicly funded preschool education
Section 504 of the ________ Act of 1973 (PL 93-112 provides the legal basis for AT supports including AAC)
***The goal should be that, by the time children who rely on AAC reach 1st grade, ________________________________.
preschool
mandates
Rehabilitation
they have the tools necessary for academic participation and instruction***
Transition from Preschool to School
Prior to the student starting school:
May need to have _____to the school
Educators, staff, and related service providers should be familiar with the AAC system
The school AAC team should be up to speed with _________ required to facilitate communication efforts
Following the transition:
Educators, staff, and related service providers should _____ student’s needs
AAC system should not need to be ____ (if student was well prepared)
If not up to speed, the school AAC team should receive ________
visits
familiar
knowledge and skills
observe
changed
facilitator training
The Participation Model: Planning Classwide Accommodations
***Universal Design for Learning (UDL) - is a set of principles for curriculum development that ______________
What benefits the student with CCN may benefit the _____
Use of various types of instructional media supports all ____
Allow students to respond in ______
May use yes/no or T/F methods OR find a way that the person with CCN can communicate these and have the other students use it too
give all individuals equal opportunities to learn***
whole class
learners
various ways
Instructional Arrangements
_____________ – Use strategies that benefit all learners (audio, visual, tactile, etc.) provide lessons/vocabulary to students before the unit/lesson
_____________ – More opportunities to respond/share/ask questions; will need to be prepared ahead of time if student wants to use narratives
_____________ – involve peer conversational interactions and are less predictable; consider students’ ability to move around the classroom
- Involve a common task or activity that is suitable for _____ work
- Emphasize cooperative behavior and positive ______
- Include structures related to individual _______
Teacher-Led Whole-Class Instruction
Teacher-Led Small-Group Instruction
Cooperative Learning Groups
- small group
- interdependence
- accountability
Instructional Arrangements
________________-
Can be delivered by adults or peers; typically question and answer; fairly predictable
____________
Usually does not require interacting with others
May need technology to help the students be more independent
Adobe for fillable forms/worksheets
Software for TTS/reading assignments
One-to-One Instruction
Self-Directed Seat Work
Teacher Expectations
____ vs speaking up
Predictable questions vs ________
_______ responses vs group responses
Answer formats_____
Silence
discussion
Individual
vary
The Participation Model: Planning Student-Specific Accommodations
Construct a student’s _____– use informal interviews and the Social Networks Inventory; answer questions on Page 367
Develop an IEP – include ______________________; instructional and support strategies and criteria to determine if goals are met
Plan lessons that include _______– use principles of UDL
ID individualized ________as needed – Page 373 has examples of curriculum accommodations
profile
academic, social, and cross-curricular goals
all students
accommodations
Develop an IEP
1. ID ______ goal areas
- In each curriculum area ID at least one _______general education standard to address (Oklahoma Academic Standards)
- ID classroom _________ where goal will be taught an evaluation criteria
- Determine _______ the student will need to achieve the goals
Page 369 – Donnellan (1984) “principle of the least dangerous assumption”
priority
grade-level
settings/activities
supports
UDL in the classroom
To support recognition learning, teachers should provide multiple, flexible methods of _________
To support strategic learning, teachers should provide multiple, flexible methods of _____________
To support affective learning, teachers should provide multiple, flexible methods for __________
presentation**
expression and apprenticeship**
engagement
Implement Instruction and Evaluate Outcomes
Ask 2 main questions:
- Was the student able to actively participate?
2. Did the student work on/meet IEP goals?
