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Communication Books. Issues. How to get the learner started? What vocabulary do we choose? How many pictures or symbols should we use? Where and when should it be used? How do we develop it? What is reasonable to expect of the learner when they are using it?

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Presentation Transcript

Issues
Issues

  • How to get the learner started?

  • What vocabulary do we choose?

  • How many pictures or symbols should we use?

  • Where and when should it be used?

  • How do we develop it?

  • What is reasonable to expect of the learner when they are using it?

  • Why is the learner not using it?


Structure
Structure

  • Static functional core vocabulary that develops consistently through five developmental stages

  • Fringe vocabulary

  • Communication partner scaffolds the user’s effective use of symbols in communication

  • Learning aims at each stage for the learner and the communication partner

  • Learning readiness for each stage

  • Parent friendly language


E g stage two

Readiness -Communicates single ideas through pictures

Partner -

Take responsibility

Act on communication

Link core and fringe words

Scaffold Interaction

Learner - to link ideas core / fringe vocabulary

e.g. Stage Two


Language

Functions

Core Vocabulary

Fringe Vocabulary

Recurrence

Possession

Rejection

Non - existence

Action

Agent

Object

Attribute


E g stage four

Readiness - Linking 3-4 ideas

Partner - learns to use new core, creates opportunity through careful questioning and extending

Learner Developing Independence / Uses some new core / communicates past events /moves between pages

e.g. Stage Four


Language

Functions

Core Vocabulary

Fringe Vocabulary

Give and share information

Describe

Direct

Reason and Predict

Plan and evaluate

Negotiate

Express feelings


What works well
What works well

  • Keeps the momentum from the assessment

  • Helps people think through the language requirements for a communication book

  • Moves away from the pressure to produce grammatically correct sentences to the expression of ideas

  • Helps people see where to move on to

  • Can demonstrate modelling using the sample pages


What s not working well
What’s not working well

  • The guide can become the book

  • Core Vocabulary with out the work!!

  • Modelling with out scaffolding

  • Modelling is very difficult


Why the eye pointing book
Why the Eye Pointing Book

  • Presentation for children who Eye Point is not a simple adjustment

  • Vocabulary selection was harder

  • ? How to present core vocabulary to eye pointing children

  • Getting started seemed more complex

  • How and when to introduce encoding


Structure1
Structure

  • Five stage book

  • Consistent core vocabulary that develops with each stage

  • Control for moving between pages and accessing describing words introduced

  • Learning aims – partner and child

  • Learning readiness

  • Presented in a Portfolio file


E g stage 2
e.g. Stage 2

Core Vocabulary

Fringe Vocabulary


e.g. Stage Three

Core Vocabulary

Fringe Vocabulary



Future plans
Future Plans

  • Communication Book can be purchased on line from ACE Website

  • Eye Pointing book to be produced by January


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