2002 Conference Proceedings

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LESSONS LEARNED INTEGRATING AAC INTO THE CLASSROOM

Kelly Fonner
Educational & Assistive Technology Consultant
1508 Dodge Street
Lake Geneva, WI 53147
Phone: 262-893-8053
Fax: 262-249-9269
Email: kfonner@earthlink.net

This presentation has basis in two strategies for approaching including AAC into classroom events; 1) Beukelman & Mirenda's Participation Plan, & 2) George Karlan's Environmental Communication Teaching. After participants are introduced to the basics of these planning processes, they will be taken through an activity that has them consider the communication context of school-based situations. From that activity, several examples will be given of students using AAC systems in common school situations. Through these examples and further explanations of ways to boost communication, participants should be able to analyze the AAC language boards and systems that they have seen go unused in the classrooms that they serve.

Another goal of this section of the presentation is to have participants examine and expand the variety of communication situations that they have been providing to their students. Have they only been giving students vocabulary that is instructional or activity-based? How are they providing vocabulary for conversation and other dyadic situations? So their students have means for saying novel messages?

The final portion of this presentation is examining the behaviors of the communication partner and/or facilitators. In classrooms, the service providers are more often interested in compliance, good behavior and getting through activities successfully, then they are with how a student goes through the process. This should include how a student is using their AAC system throughout and in between activities. Support structures such as the ECT prompt hierarchy and/or the Light & Binger prompt hierarchy will be introduced.


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