On Wednesday, one of the fabulous teachers we work with asked her student, “Let’s write about Father’s Day today. What do you want to write about your grandpa/uncle?” The student immediately responded “funny to play, little, love” on his Accent.
Hope this put a smile on your face at the end of a long week!
In trying to become fluent in Unity 84 sequenced, I have failed to explore some of the other awesome features on the Accent. I share an office with a great SLP, who just showed me the books that are available on the Accent. There are several books to choose from and they allow the student to read the words on each page using Unity while they look at the book! It’s a great way for students to learn a new motor plan (or continue to practice an old one) and build literacy skills. Here is how you can access the books:
- Go to PAGES.
- Go to BOOKS
- Book options will open up. Choose one to read (We chose “What Do You Do?”). They mostly focus on different core words but there are some books that are more complex (e.g., Goldilocks). If you pick the book called “I Can Turn…” (the character changes colors throughout the book), you will see the relevant vocabulary for each page (“I can”, “turn”, colors).
- Turn the pages by hitting the blue “prev page” and “next page” buttons on the little book page that opens up. The icons that appear are the first ones in the sequences for the vocabulary on the page. The page will move around the screen so that you can access the vocabulary.Enjoy!
When working with a teacher in a classroom with AAC users, I often direct them to Gail Van Tatenhove’s resources on descriptive teaching (you can also find some great youtube videos modeling it). One of the classrooms I have been supporting in has 5, 5 year olds using high-tech. We have been doing shared reading every day after nap-time, and their teacher has been working on commenting on the text and describing what is happening on each page using their devices (with these supports). He is doing a great job using the supports and is beginning to model for the students without using them. The other day, he was having some difficulty coming up with things to model and one of his students said “DESCRIBE” on her Accent. He immediately began describing what was happening on the page. The timing was excellent and we all had a laugh.
Don’t you love it when the students remind you of what you are supposed to be doing!