Exit proloquo free#

Grade Bands 'Using a descriptive style, the teacher mentions and references the context-specific words, then teaches concepts behind the words using high-frequency, re-usable, common words' (Van Tatenhove 2009). TouchChat is designed for individuals with Autism, Down Syndrome, ALS, apraxia, stroke, or other conditions that affect a person's ability to use natural speech. Explore Model UDL Lesson Plans This section of the UDL Lesson Builder shows you customized, UDL lessons aligned to standards and tailored to include principles and practical applications of Universal Design for Learning. Strategic Plan 2022 Equity in Education Leadership' Superintendent Search 2020 Leadership. There is a weekly topic and picture book with a variety of activities for various subjects that relate back to that topic and book. Click here to view.Certified to program, setup and operate Alternative Augmentative Communication (AAC) devices with: Proloquo, TouchChat, Tobii Dynavox and GoTalk. Barbara Fernandez is a speech pathologist and avid app developer (over 36 apps!) ( Smarty Ears Apps) who published a short video about using guided access. Prevent the individual from exiting the app– I use the guided access mode of the latest iPad operating system (ios6) so that we don’t exit the app prematurely.On one occasion I asked a teacher to put a glove on a student with the pointer finger cut out so that the iPad would only respond to the touch of that part of the finger.

Some can touch and release well, others are better at sliding their finger. I observe the motion that seems easiest for people.

Figure out the best selection method- Once the person starts paying attention to the apps I help them use the appropriate gestures- touching, tapping, swiping or producing voice/sound.

Exit proloquo free#

On other occasions I need to take a totally different approach and work alone with the individual in a room free from other sights and sounds. Sometimes this helps the person I am there for become interested in the iPad and these apps and they are more willing to try. They touch the screen and see something happen. This action typically generates interest for others in the room and I encourage others to try using the apps on my iPad. After observing the child or young adult and speaking to their teachers and families to get a sense of their interests and capabilities, I start by sitting beside them and using some of the cause and effect apps. Many individuals have never seen or touched one.

Generate interest– I have found it helpful to first try to pique their curiosity about the iPad before directly asking them to do anything with it.

It does not work miracles- but it can be a helpful tool in engaging others and creating joint attention, environmental awareness and focus which is often where therapy needs to start.

I am consulted to try something new- the iPad. These approaches are highly effective with many people, but not the ones I am thinking about as I write this.

AAC (Augmentative and Alternative Communication) devices and switches.

By the time I am in the process, many of these students have already been exposed to approaches using the following approaches: