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ing process, it was important to take NOTES; Notice her interest. Anna loves looking through photos of favorite items and activ- ities on the Internet. She used her speech generating device to say “block” and we searched through various pictures of differ- ent types of blocks on the iPad. After she made her selection, we went through the additional phases of NOTES to elicit her words and participation in creating the visual. Anna’s words for this picture were “Block, block, play block”. She was also excited to get her printed copy of her poem and eager to return to her class to share it. SEE IMAGE 2 Clare is a 17 year old girl with a funny sense of humor. SEE IMAGE 3 She enjoys reading, horseback riding, creating art projects and jewelry. During the past couple of years, she has added writing to this list and it has become one of her most frequent- ly requested activities. Employing the NOTES strategy, Clare has begun to write poems using her Accent 1400 speech generating device with Unity language through eye gaze. Recalling single words, as well as up to four word phrases, Clare primarily uses her speech generating device to comment, make requests and answer questions. Clare has Rett Syndrome, resulting in mini- mal control of her upper and lower extremities and apraxia. She uses a wheelchair with a tray for seating/positioning and has both a table top mount and a wheelchair mount for her Accent 1400. Her family and school staff take lots of photos of her favor- ite people, places and activities. Using these as writing prompts, we scroll through the photo library on her iPad looking for her choice for writing. Clare offers a long blink for “yes” when she sees what she wants. Then the words begin flowing. Here she
Through our discussion, James began to recall words on his speech generating device and watched as I wrote what he said. Words continued to poor from his fingers, as he kept recalling words and watching me type them in the iPad. This was the first time I’d seen James get excited about any type of writing. He paused after several words. When asked if he was finished, he shook his head “no” and added three more words. ENGAGE: During the Engage phase, we talk about the visual elements of the picture and text. James used his words to say “big” and “down” to show where he wanted his name to be placed. He also said “green” to tell what color he wanted the background for the text of his writing. SHARE: It is important that our writers see their words published and appreciated by an audience. This is what makes writing pur- poseful and authentic. James, who often refused any activity that looked academic, could not wait to get to the printer and then hand-deliver this to his teacher! SEE IMAGE 1 Writing has been another way that one of my beginning com- municators has learned to express herself. Anna, an eight year- old girl with Down Syndrome loves music, blocks and puzzles. Her speech is improving, but at this time she uses approximately just five verbal words that are intelligible to familiar people. She has been using an Accent 800 with LAMP Words For Life for a year with direct selection, and is combining two words to make comments, ask questions, and make requests. To begin the writ-
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