It’s been forever since I posted! Things have been pretty crazy this school year but I think I’m finally getting back on track. More posts to come 🙂 I recently have been doing a lot of individual sessions with some of my more complex kiddos with a focus on AAC and literacy. I frequently use the Bridge Protocol to assess where my students are with regards to emergent literacy. I love this tool because it really breaks down emergent literacy skills and allows you see progress in smaller increments. It also has helped the teachers and paraprofessionals that I work with to have a better of idea of where their students are at and what skills they need to provide more opportunities for. (I was getting pretty sick of everyone only writing goals for “turning the page” as an emergent literacy skill with NO other ideas!)
A few weeks ago, I was at Barnes and Noble I spotted this sound story version of Goodnight, Goodnight, Construction Site. I am in love with it because it has a cute, quick story that goes along with the sounds on the side. So often, sounds books are either short (in pages)and have no real story line or they have a story line that makes sense with the sound symbols but it is SO LONG. This one is perfect!
I looked at the Foundations of Reading and Oral Language areas of the Bridge Protocol to keep myself on track while adapting. I really wanted to work on how my students handle/interact with books and increase their engagement.
With that in mind, I decided to texture adapt the sound symbols to give students (with and without vision impairment) something more to interact with. My SLP intern and I tried to be very purposeful with what we chose and worked hard to make sure the textures make sense with what the symbol represents. Here’s what we came up with.
We also decided to include the plush toy that goes along with the book to encourage interaction for some of our students who have not yet discovered a love for reading!
You can find the PowerPoint that goes along with the adapted book kit here. Enjoy!
Earlier this year, I found out that my beloved Baby-Sitters Club books had been turned into graphic novels. I immediately thought of a few pre-teen girls I know that would love to read these books on their eye-gaze devices. In our previous post, we discuss using Office 365 on Accent Devices to display adapted PowerPoint books. This would also be possible using the PowerPoint App on the iPad.
Unfortunately, I didn’t quite realize how daunting it would be to adapt the entire chapter book. I promise that it will be available for anyone who can demonstrate proof of purchase for the book when I it is complete. Until that time, I thought I would provide some instructions for how to I adapt graphic novels (I have listed a few suggestions, provided by a very helpful Barnes & Noble employee, below).
Roller Girl El Deafo Amulet
Continue reading for step-by-step instructions for adapting graphic novels in PowerPoint.
PowerPoint can make adapting books a breeze. We recently took the same features we use when making books for the computer or iPad and created a book for an Accent 1400 with NuEye. The Accent 1400 allows the user to download Microsoft with PowerPoint 360. This opens up the endless activity possibilities available through PowerPoint.
AlphaOops! H is for Halloween is the first book we tried this with and it was a hit! Each slide contains 4 icons that the child can click to turn the page, hear audio of the page, go back, or exit the book.
Continue reading for a free template and step-by-step directions.
An important rule in implementing comprehensive literacy instruction is that children need to be presented with multiple opportunities to write for multiple purposes (click here to read a great post from Caroline on the 3 T’s of Writing). When I reflect on my own day, I can include communication through text message and social media as two of my main forms of written expression. I made a Facebook Status Writing Activity a few months ago, and wanted to explore text messaging apps for kids next. I downloaded Roo Kids and PlayKids Talk, but will only be sharing information about Roo Kids, due to the security features of PlayKids Talk preventing Amanda and I from trying it (PlayKids Talk uses a photo of the user’s parent to determine if they are old enough to use the app and apparently Amanda does not pass for over 21).
We are so happy to share some of our ideas for integrating language and technology for students with multiple disabilities at ISAAC 2016. You can download the handout from our presentation by clicking here.
Most of the activities that we shared during our session are available through our website. If you are searching for a specific activity and can’t find it please let us know through email and we will point you in the right direction. If you are looking for a book that is not available on our website due to copyright reasons, please email us with proof that you own the original book and we can send you the adapted version.
Lauren and Amanda
- We are so excited about the resources currently available on the Project Core Website. The resources for Universal Core Vocabulary Systems will be sure to help many! And we can’t wait to see how their research progresses while developing a comprehensive implementation program for core vocabulary instruction.
- Loved Caroline Musselwhite’s and Gretchen Hanser’s presentation on predictable chart writing. They suggested using a document camera to show the class what students are saying on their AAC systems.
3. Vikki Haddix, Mary Shannon Marcella, and Laura Henry shared how they developed a team of people knowledgeable about AAC in their district. Their 1x/month, 2 hour groups reviewing research studies/ papers and discussing their own tough AAC cases sounds like a great model for professional development.
4. Caroline Musselwhite and Gretchen Hanser made the point that typically developing children get FOUR years to scribble before they begin to form letters and words in their writing. Why do we have different expectations for individuals with CCN, especially the older students who have never been given a chance to write?
5. Kate Anderson recommended providing parents and educators with “hot” and “cold” knowledge about AAC. Parents tend to prefer “hot knowledge” such as information given during a social interaction (i.e. conversation, online forum). So we should provide that in addition to the “cold” knowledge we typically provide in the form of handouts and pamphlets.
Put together these 3 sets of instructions and you can make an adapted pourer and CD switch for pennies compared to what the combo would cost through a retailer.
No-Solder Battery Interrupter
We have been slowly chipping away at the stack of games and toys got to adapt through a grant. The most recent game has been Pop-up Pirate. I am still figuring out how I am going to adapt the actual game pieces (maybe some built up handles) but I went ahead and adapted it for a touch screen on Boardmaker. Click on any of the pictures below to download the file from Boardmaker Share.
Last week we had a request on our Facebook page to write a post about how we make PowerPoint books. I had just started a how-to guide for my co-workers so the timing was perfect. You can download the guide I created by clicking HERE.
Let me know if you use the guide to create a book and feel free to email me if you have any questions.
I love Pete the Cat books! They are about a fun character, contain positive messages, and come with great songs and videos. I saw the newest book when I was at Barnes & Noble last week and had to get it. Pete the Cat and His Magic Sunglasses is a wonderful story about optimism and a positive outlook. It also fits right into summer activities because of those COOL, BLUE, MAGIC sunglasses.
Yesterday, I downloaded the video that goes with the book on the Pete the Cat website. Using a few hyperlinks and the video trimming tool, I was able to make a fun video book. You can download it here by clicking either picture below.
After a quick Pinterest search, I also found this website with printable templates to make your own glasses. I envision a fun writing activity where students make their own glasses and then choose 3 adjectives (Pete’s are COOL, BLUE, and MAGIC) to describe them. The class can make a book with the sentence “Look at my _____, ______, ______ sunglasses.” with a photo of them wearing their sunglasses.
I would love to hear back from you when you use this activity!