Table of Contents
Integration of Students Who Use AAC Systems in School
Introduction to the Participation Model
Assessing Participation: Academic Settings
Opportunity Barriers to Particpation
Practice
Attitude
Knowledge
Skill
Access Assessment
Prepare to Participate
Developing an Expected Participation Profile
Academic: Competitive
Academic: Active
Academic: None
Social: Competitive
Social: Active
Social: Involved
Social: None
Integration
Independence
Staying with the Curriculum
Developing the Knowledge Base
Specialists as Consultants
Roles of Para-educators
Managing Reduced Communication Rates
Competition between AAC and Academic Instruction
Establishing Social Memberships
Communication Purposes in Classrooms
Communication characteristics of different purposes
Unofficial ìrulesî for participating in formal
lessons
Rules (contíd)
Academic Particpation
Discourse issues in cooperative learning context
Academic Participation in ìseat workî
Communication Functions
Comprehension
Augmented Comprehension
Communication Functions
Confirmation Examples
Indication Examples
Indication response options
Manipulation Examples
Formulation Examples
Shifting the Expression Continuum
Classroom Roles
Interactional Roles
Classroom Interaction Scripts
Scripts (contíd)
Cooperative Learning
Social Talk
Instruction Time for Disabled and Nondisabled Students
Koppenhaver (1989) studied a child with physical
disability
Koppenhaver & Yoder (1990) studied three adolescents:
How time is spent in elementary classrooms
Percent of school day allocated to various activities
Time spent in ìseat workî
Overall: Students Spend |