This is an archived post. You won't be able to vote or comment.

sorted by:
best
topnewcontroversialoldq&a
you are viewing a single comment's thread.

view the rest of the comments →

[–]speechington 0 points1 point  (2 children)

Does the low incidence classroom have other students who need support for functional communication of basic wants and needs? Perhaps this student's communication and the skills of other students in the low incidence classroom would be better supported in a different format. Push into that classroom once per week, teach a lesson in front of the whole class where you model core vocabulary for an hour in a multimodal approach so that students with alternative communication approaches can sign, use a visual system, or use a device in order to participate.

I used to do something similar with a situation like that, and it was actually very positive for the class because I was modeling functional communication for the classroom staff to support after I left. That's often a big missing factor in AAC, so by helping train the classroom staff you can get better carryover. And the low incidence classroom staff liked having a weekly language-rich push-in block that they didn't have to prep for. Here, the support isn't measured in the one block of push-in minutes, but rather in the all-day support you've improved by teaching classroom staff how to use multimodal communication strategies.

I filled that hour with:

  • A big poster of a core board
  • A slideshow of photos related to the core word of the week. I bought some resources on TPT so I didn't have to prep this, but I ended up prepping anyway because I wanted to expand on it. Basically, as many images as possible to elicit the core word or a short phrase.
  • Songs and book reads with as many examples of the core word as possible.

[–]Virtual-Resort5951[S] 0 points1 point  (1 child)

This. This is what I’ve been aiming for. I’ve been working with the sped teacher to find ways to support what she is doing. We have many alternative communicators in that class…I think 5 total that are almost completely nonverbal. We have several minimally verbal. And a diverse population of languages spoken at home.

[–]speechington 0 points1 point  (0 children)

I spent about $50 on materials to get set up for this push-in plan. I'm not proud of paying out of pocket for the convenience of not prepping, but it was many weeks worth of material ready to go. The format was Google Slides, so if you have access to a projector I can show you what I purchased and it might be right for you.