Winter Workshop: AAC Core for Content in Special Ed and General Ed
Time & Location
About the Event
Children who use AAC systems are often “learning to communicate” with their AAC system at the same time they are expected to “communicate to learn.” “Learning to communicate” involves mastering a set of core vocabulary words, finding the words in their AAC system, and learning to put those core words into multiple word utterances. “Communicating to learn” requires the use of their expressive language to meet oral and written curriculum expectations.
The goals of this presentation are to help educational teams (1) evaluate their use of fundamental principles of AAC system development; (2) implement descriptive teaching using core for content words; (3) structure lessons that support increased complexity of learning (e.g., Bloom’s Taxonomy); (4) systematically and explicitly teach core vocabulary; and (5) support their students’ grammatical development. The majority of content supports students in special or general education classrooms who are using a robust core vocabulary, developing their expressive language skills, and have the potential to become independent communicators. Group activities and discussions are used throughout the training to apply information into classroom practices.
Learning Outcomes: Following this training……
1. Participants will be able to replace lesson-specific content words with descriptive core vocabulary
2. Participants will be able to discuss the role of the communication partner in the use of descriptive
teaching with core vocabulary to meet curriculum demands.
3. Participants will be able to describe the development, uses, and benefits of a classroom core
vocabulary wall chart.
4. Participants will be able to design a classroom lesson that addresses educational standards using
core vocabulary for lesson concepts.
5. Participants will be able to develop probes to determine a student’s ability to learn at increasingly
complex cognitive levels, as based on Bloom’s Taxonomy.
6. Participants will be able to describe at least 2 explicit vocabulary instructional strategies for
teaching core vocabulary.
7. Participants will be able to explain the process for doing recasts of a student’s expressive language
to help build grammatical skills.
8:30 – 8:40 Introduction
8:40 – 10:00 Key Issues and Foundational Principles
10:00 – 10:15 15 minute screen break
10:15 – 11:40 Key Principles of Descriptive Talking – Teaching – Testing
11:40 – 12:00 Catch-up Time and Discussion
12:00 – 12:30 LUNCH (30 min)
12:30– 12:40 Essential Visual Supports for Doing Lessons
12:40 – 1:30 Increasing Complexity of Learning (and Partner Skills)
1:30 – 1:40 10 minute screen break
1:40 – 2:30 Explicit Vocabulary Instruction and Partner Skills (50 min)
2:30 – 2:35 5 minute screen break
2:35 – 3:20 Explicit Grammar Instruction
3:20 – 3:25 Resources for Teaching Others (Family, Team Members)
3:25 – 3:30 Wrap-Up
- SCCSHA Member$75$750$0