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Adapting Lessons to Support Students with Severe Disabilities

Author: Laura Lewis
Level: Elementary School
Content Area: Special Education Services
Posted January 7th, 2010 by Admin

Draw

Lessons typically require that children draw in some way to complete a task or document science facts. For most children this will be via paper/pencil (marker, crayon, etc.). For children who have significant physical impairments and can’t use their upper extremities to hold a pencil, marker, etc. this means using one or more of the following approaches.

Software:

If student can access some type of drawing software (i.e. kidpix, power point, paint in Microsoft word, etc.) this could allow them to draw shapes, symbols and have access to photos for drawing. Student could also utilize switch accessible software

Dictation:

Student can verbally dictate, if have enough intelligible speech, to the teacher and/or assistant what to draw and where to put it on the page. This is a good method for students who are visually impaired.

Simple Voice output devices:

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.

Example:

student can direct others by recording drawing instructions on simple step by step or other voice output device and student activates to give instructions and someone draws it for them.

Websites for devices:

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.

  • The communication partner verbally and sequentially presents choices for selection.
  • The verbal “cue” is meaningful for the individual using AAC, but is typically a single word or abbreviation for the selected message content.
  • When the person hears the cue representing desired choice, he or she signals in some way using a consistent vocalization, movement, or simple voice output.
  • The partner confirms the selection, “you want…”
  • Always have a way to say, “I don’t want those choices”.

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.

  • The communication partner verbally and sequentially presents choices for selection first by groups then once a group has been selected items in the group are presented one by one.
  • The verbal “cue” is meaningful for the individual using AAC, but is typically a single word or abbreviation for the selected message content.
  • When the person hears the cue representing desired choice, he or she signals in some way using a consistent vocalization, movement, or simple voice output.
  • The partner confirms the selection “you want…”
  • Always have a way to say, “I don’t want those choices”.

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.

Example:

Teacher can provide picture symbols, photographs from magazines, etc. and then go through each option via partner assisted communication and student signals when get to the one they want to put on the paper. They can also use partner assisted communication to find out where on the page the student wants to put the picture (i.e., top, bottom, right side, left side, etc.).

Adapt Drawing Materials:

Adapt drawing and painting tools for physical issues (i.e., consult occupational therapist or assistive technology specialist) so the student can access materials more independently.

Websites that provide adapted tools and ideas:

Light Tech Options:

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.

Handouts on web that provide ideas for light tech options: