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Engineering the Classroom for Communication

Engineering the Classroom for Communication. Susan Drysdale, M.Ed., M.A., CCC-SLP 2007-2008 School Year. CAIU MDS Class Camp Hill HS. Susan Way, M. Special Ed., teacher. Dedicated to the STAFF & STUDENTS who made this possible. Engineering the Classroom. Involves…

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Engineering the Classroom for Communication

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  1. Engineering the Classroomfor Communication Susan Drysdale, M.Ed., M.A., CCC-SLP 2007-2008 School Year

  2. CAIU MDS ClassCamp Hill HS Susan Way, M. Special Ed., teacher

  3. Dedicated to the STAFF & STUDENTS who made this possible

  4. Engineering the Classroom • Involves… • delineating, prioritizing, & preparing classroom environments to facilitate language development, communication & literacy • providing access to materials & technology including AAC devices & AT equipment for all students • using teaching techniques/strategies • Aided language stimulation • least-to-most prompting • choice making • Engineered classrooms… • are especially beneficial for nonverbal students &/or students with multiple disabilities; verbal students can also benefit • require considerable planning to design & create

  5. What Are Some of the Needs?

  6. Beginning of the Year

  7. Needs Assessment Tool • Teacher completed • Identified • class needs • staff needs • 2 areas of focus selected • provide students means to improve comprehension of structured learning/work activities/tasks • Teacher/staff learn/use no-tech communication strategies & materials (e.g., schedules, picture communication systems, boards/overlays)

  8. Engineering the Classroom for CURRENT needs…

  9. What Would We Provide? • Visually-based materials • Communication boards • Communication books • Sentence starters flip chart • Aided language stimulation technique • Access to technology including • AAC devices • AT equipment • Computer • Organization & flexibility of physical space

  10. Mid-Year Milestones

  11. On-site Training

  12. AAC to Gain Attention

  13. AAC for Peer Interaction

  14. Using Excel for Spelling

  15. Communication Board to Aid Expressive Language

  16. Number Board to Aid Comprehension

  17. Communication Book to Aid Expressive Language

  18. End of the Year

  19. Communication Boardto Aid Expressive Language

  20. AAC Device to Aid Comprehension

  21. Sentence Starters Flip Chart to Aid Comprehension

  22. Peer Photos to Aid Comprehension

  23. AAC Device to Communicate Needs

  24. Using Intellikeys to Access Excel for Spelling

  25. AAC to SupportGroup Activity

  26. Communication Boardto Aid Expressive Language

  27. AAC Device to Aid Comprehension

  28. Needs Assessment Revisited Teacher Completed in May, 2008

  29. What Were Student Gains? • Provided with… • means to participate & communicate • access to materials & technology equipment • Improved language skills • receptive language • expressive language • Increased peer/staff social communication interactions • Enhanced self-esteem

  30. How Did the Staff Benefit? • Learned how to… • prepare/use visually-based materials • communication boards & displays • communication books • sentence starters flip chart • digital photos/graphics • provide some group activities for all or most students to participate & communicate • use … • AAC devices/AT equipment • Aided language stimulation technique • Improved organization, flexibility, & creative use of limited physical space

  31. What Do We Know? • On-site training is essential & applied immediately • software • AAC devices • AT equipment • computer access • design & preparation of materials • Consultation with staff must be ongoing • Preparation takes planning well in advance • Time & effort needed to engineer the classroom • Students… • are more focused • better able to participate & communicate • have more opportunities to interact with staff & peers

  32. Plans for 2008-2009 • Needs assessment completed early in September • Identify 2-3 areas of focus • Schedule regular on-site trainings based on staff needs • Design & prepare materials far in advance of planned activities/tasks • Purchase/create electronic materials accessible to all students • Books/adapted books • Games & puzzles • Activities (e.g., art, music, reading, math) • Organize & share materials

  33. CAIU Professional Staff Susan Drysdale, SLP Jean Mulligan, Vision Specialist Susan Way, MDS Teacher Other Professional Staff • Alecia Staley, B.A., TSS • Keystone Human Services

  34. Paraprofessional Staff Kathy Brechbeil Mary Buchanan Marie Lewis

  35. CAIU Students John Ahern Laura DeArment (transferred 01/25/08) William Dudley Glenn Fuller Phillip Henry Justin Lingenfelter Harry Spilker Quentin Tyler

  36. andCamp Hill HS students who provided support to CAIU students

  37. Now we can begin Engineering the Classroom for FUTURE needs…

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