Communication

=Communication=

Created by: Wakisha McKoy
Autism: communication is a major issue when it comes to children with autism. This is one of their major characteristics. They do not have a physical disability, however, they do have dyspraxia. Dyspraxia is an interruption in the ability to program the position of the speech musculature. They do not have the skills to express themselves meaningfully. Deafness or Hard of Hearing: a person who is deaf has little or no functional hearing. A person who is hard of hearing, can understand speech through use of hearing aids. Problems that a person who is hard of hearing may face is have difficulty following lectures. If the teacher speaks softly they cannot and will not be able to hear them. The hearing aids usually work for one-on-one conversations. In addition, the acoustics in the classroom can cause a problem because of the environment the student is placed in. Furthermore, if a teacher or student in the classroom it not facing the individual who is hard of hearing, he or she can no longer read his or her lips. || Augmentative Communication System has three basic features: Communication Board: an example is listed below of how to create one. ||
 * What is communication (definition)? || Communication has many different meanings. As a whole, communication is defined as the exchange of information between people. It is a process by which information is exchanged between individuals through a common symbol of systems, signs, or behavior. Communication occurs when one individual sends a message to another person or group, in which they receive the information. Communication cannot be done with just one person alone. ||
 * Problems students who have different disabilities or impairments may face: || Cerebral Palsy: people who have cerebral palsy usually cannot speak or is unclear when trying to speak. These students do not have the proper oral motor control that is critical to create words and sentences. The term dysarthria is used for people who have a speech disorder because of the lack of their oral motor muscles. Dysarthria is reported to affect eighty-eight percent of children with athetoid cerebral palsy and fifty-two percent of those who have spastic cerebral palsy.
 * Alternative and Augmentative Communication (AAC): || AAC is defined as method of communication used by individuals with severe speech and language disabilities. AAC is used for people who do not have the ability to use there verbal speech, however, they cognitively able. In order for these individuals to communicate with others they can use communication boards, pictures, objects, or nonverbal gestures.
 * 1) Construct a message using symbols
 * 2) Deliver that message to another person (receiver)
 * 3) Further respond to the receiver in a timely manner. ||
 * Who and what does an Augmentative Communication Team Member consist of: || The augmentative communication team must consist of people who interact with the student frequently. The following people are allowed to be apart of the team:
 * Student
 * Teachers
 * Parent(s) and family members
 * Professional who is trained and experienced in augmentative communication assessment and applications
 * Occupational Therapist
 * Physical Therapist
 * Information technology support person
 * Peer of the student ||
 * Teachers' roles in augmentative communication: || The teacher plays a very critical and vital role when dealing with the student and augmentative communication.
 * Adapting the curriculum
 * Writing goals and objectives for AAC users
 * Being a liasion between the team and the parents
 * Providing ongoing skill development in communication
 * Finding appropriate vocabulary
 * Determining students' communication needs
 * Training others to use the augmentative communication system ||
 * IEP Goals of augmentative communication: || There should always be an evaluation done for each nonspeaking student. The evaluation must coincide with the goals of the student's IEP. The IEP must include the use of the augmentative communication system. The goals and objectives should help the student's participation and evaluation be achieved using the augmentative communication system. Some goals are listed below:
 * 1) The student will increase his or her spontaneous use of appropriate communication with fimiliar partners for atleast three communicative purposes.
 * 2) The student will communicate more complex messages by selecting a three-con sequence.
 * 3) The student will independently navigate the augmentative communication device without assistance or prompts ||
 * Example(s) of Communication Devices: || Picture Exchange Communication System (PECS): is a picture board with words and symbols. It is universal. The types of symbols that can be used are- objects, photographs, and True Object Based Icon (TOBI). There are six phases of the PECS program:
 * 1) The Physical Exchange
 * 2) Expanding Spontaneity
 * 3) Picture Discrimination
 * 4) Sentence Structure
 * 5) Responding to "What do you want?"
 * 6) Responsive and Spontaneous Commenting

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