Image 2: Lakeland School’s univerwsal core board (i.e. LAMP Words for Life) at the elementary playground
(Image 2) Creating an aided language environment was also critical in moving from a compliance framework and tru- ly supporting spontaneous language generation. Staff were
supported in embedding the symbols and core boards that mirror those used by our AAC users into their classroom en- vironment and throughout the school. This was done by em- bedding the symbols into worksheets, SMART board lessons, books, and onto school bulletin boards. Placing low tech core boards throughout the building and on the playground also supported both staff and students in having access to a core board for modeling or communication purposes throughout the school. We also utilized software to mirror student devices on the smartboard, which provided a fully functioning replica of the students vocabulary systems. (See image 3, image 4, and image 5) Our last building-wide professional development initiative was to build understanding of the Descriptive Teaching Model (Van Tatenhove, 2019) and the importance of using it when teaching students with complex communication needs, spe- cifically those who use AAC. Instructionally, most approaches being taken were referential in nature, focusing on memoriz- ing terms, definitions, labels in order to answer questions re- lated to content, providing little opportunity for open ended responses or the use of generative language. Transitioning to a descriptive teaching approach provided our AAC users with open-ended response formats and the ability to use generative
Image 3: Classroom bulletin board using LAMP Words for Life icon sequences
February / March, 2024 | https://www.closingthegap.com/benefits-of-membership/ 25 Closing The Gap © 2024 Closing The Gap, Inc. All rights reserved.
BACK TO CONTENTS
Made with FlippingBook Ebook Creator