Adapting Lessons to Support Students with Severe Disabilities
Author: | Laura Lewis |
Level: | Elementary School |
Content Area: | Special Education Services |
Author: | Laura Lewis |
Level: | Elementary School |
Content Area: | Special Education Services |
Lessons typically require that children choose or comment in some way to complete a task. For most children this will be a spoken or physical interaction. For children who can’t use speech or other formal means of communication and have significant physical difficulties, you can help them make a choice or comment by using one or more of the following approaches.
To make random choices with no wrong answers a simple spinner type device (i.e., All Turn It Spinner from Able Net, inc) or a large dice with picture symbols attached could be utilized. The student could activate a switch to make the spinner move or knock dice off table and the choice or comment is revealed when the spinner stops or the die rests.
Websites to locate adapted spinners and Velcro dice:
Eye gaze communication options allow students with severe speech and/or physical disabilities the opportunity to communicate by looking systematically at a desired target. Eye-gaze eliminates difficult motor responses, but requires an attentive communication partner to observe the student’s gaze. Eye gaze is setup by the communication partner providing the student with communication options (i.e., photographs, picture symbols, words, etc.) via a translucent board of some type. The student is asked to look at the choices and then look steadily at the item they want to select, communicate, etc. This is called “holding an eye gaze”. Often times the communication partner will ask the student to look at the communication option then look back at the communication partner in order to clarify that the eye gaze observed was indeed the desired selection. Various products can be utilized to set up an eye gaze communication system. You can make an eye gaze frame from a sheet of Plexiglas or any other clear material (i.e., clear card protectors or baseball card holders). Picture symbols, photographs and/or words written on paper, index cards, or post it notes can be used to provide the communication options around the outside of the communication board. The middle of the board should be cut out and left clear in order for the communication partner to see the student’s eyes and be able to read the eye gaze.
These videos give descriptions of eye gaze and/or show different students using eye gaze in various ways to communicate.
Partner Assisted Communication: A method of communication in which the communication partner identifies (by naming or pointing) the items in the selection set then waits for the student to signal (via a sound or movement) the item he/she wishes to communicate. The following is an example of how to use partner assisted communication:
Basic Partner Assisted Communication can be completed one-by one with items in a linear array. This can be done using objects, pictures, picture communication symbols, words, phrases, or letters of the alphabet.
Advanced Partner Assisted Communication can be completed using a group-item strategy gradually narrowing down the selection. This can be done using objects, pictures, picture communication symbols, words, phrases, or letters of the alphabet.
These videos give examples of how to use partner assisted communication.
Handouts and links: These websites provide information about what Partner Assisted Communication is and how to use it with students.
Many students with severe speech and/or physical disabilities are able to indicate a reliable yes/no response via eye gaze to yes/no symbols or words. Others have specific movements that represent yes and no for them (i.e., look up for “yes” and over to the left for “no” or use head nods, etc.). A simple yes/no board can be made out of poster board, ethofoam or other material according to the student’s needs and whether the student will look at or touch the target yes/no items. A yes/no board can be used via eye gaze, partner assisted scanning or direct selection(touching) to indicate the desired response to questions or express other needs within activities.
The student can utilize simple voice output devices to respond, answer questions, and participate in classroom discussions. The teacher can program messages into the simple devices and the student can activate the device at the appropriate time in the activity, to answer a question, etc. These devices can be borrowed from various resources such as North Carolina Assistive Technology Project lending libraries, school assistive technology teams, speech and/or occupational therapy departments, or purchased from vendors.
Websites for devices:
Student’s personal communication device: If the student has a personal communication device, the device should be the primary means of aided communication. The teacher, teacher assistant, and/or school therapist may need to explore the vocabulary on a device or complete what is called a device walk with the student to locate desired vocabulary. In completing the device walk, the communication partner locates the desired vocabulary items on the device and shows the student how to locate them. This assists the student in accessing the vocabulary more quickly and also gives the teaching staff the opportunity to know if the vocabulary is present. If the needed vocabulary is not present on the device, the staff will then have to decide to either program the target vocabulary onto the student’s device or locate words that could be used to describe the target vocabulary (i.e., if student doesn’t have the word volcano they could use the words hot mountain) so that the student can successfully communicate during the activity.
Websites: The following are companies that sell dynamic communication devices.
Light tech refers to no-computerized adaptations and supports. When devices or other computer options are not available the teacher can utilize light tech options to support communication, participation and learning. Laminated paper communication boards are one example of light tech options that can meet a student’s communication needs. The picture symbols, magazine photos, photographs, post it notes, word cards, etc. related to the science activity and/or question at hand can be arranged in tables in a word processing document, printed, and laminated for the student. Or the symbols can be cut out into individual cards and mounted on a piece of cardboard, a file folder, or foam core boards to create communication boards. Individual symbols can be attached using Velcro, clothes pins, putty, etc. so that they can be moved, presented individually or exchanged as part of the communication act. Often the teacher will show the student the symbols before asking a question, or explaining how the symbols will be used in the activity. The student can communicate by touching a desired symbol, looking at the symbol or indicating their choice through partner assisted scanning.
The following are websites that give information on light tech materials and ideas on how to use light tech systems.