Videos

Module 3 of the POWER:AAC series reviews the various multi-modal AAC options to consider for students who need/use AAC, from no-tech, through low-tech, to high tech. A guide for making one such option- a simple manual communication board – is introduced.

Module 4 of the POWER:AAC series covers the important topic of selecting words for a student’s AAC system. It focuses on the importance of core vocabulary words and planning for providing sufficient vocabulary in student AAC systems.

Module 5 addresses issues regarding the representation of vocabulary words with pictures. It provides simple strategies for teaching pictures for core vocabulary words, and managing pictures on other visual support materials in classrooms.

Module 6 covers the visual supports and educational scaffolds that are essential in a POWER:AAC classroom environment, including tools to help students communicate with their AAC systems.

Module 7 covers the important topic of communication partner skills. AAC literature reports that adult communication partners facilitate communication growth for their students when they learn how to model language using the form of AAC the student is learning to use, create communication opportunities, and respond to students’ use of their systems with descriptive feedback.

Module 8 presents a variety of strategies for teaching students core and extended vocabulary using their AAC systems. These strategies provide starting points for guiding POWER:AAC classroom teams in developing their own systematic approach to teaching vocabulary use with their students.

Module 9 addresses the four purposes of communication as defined by Janice Light in her work on Communicative Competence – wants and needs, information transfer, social closeness, and social etiquette. For students who use AAC, learning to communicate for these purposes puts them on a path towards increasing communication competence. IEP goals are also discussed in this module.

This webinar will discuss progress monitoring of multiple types of measurable annual goals including reading, writing, and communication as it relates to the assistive technology tools used in reaching the goal. Participants will state the definition and requirements for assistive technology in the school environment and the IEP and describe the difference between monitoring the assistive technology tool and the IEP goal.

PaTTAN consultant, Doug Williams, demystifies assistive technology.

This webinar provides an overview of built-in accessibility tools, Windows operating system features, and common productivity tools that can be useful to students with high-incidence disabilities (e.g., dyslexia, learning disabilities). It includes discussion and demonstration of third-party tools that are available at low or no-cost to serve the same purposes. Participants will also find the information useful for incorporating Universal Design for Learning (UDL) approaches to their instruction and supports.