Module: Communication Across the Day for Complex Learners Using AAC - Micro lesson: Creating the Immersive Environment
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04/16/2025
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Micro lesson: Creating the Immersive Environment
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- [00:00:00.000]Then, when we are working to create that immersive environment, we need for the student to have
- [00:00:14.880]access to their AAC always.
- [00:00:20.560]So if it's signed, if it's pex, if it's a device, we are going to consider high tech,
- [00:00:26.280]light tech, low tech.
- [00:00:29.000]Can a printed form or a PDF be available in the environment if there isn't the high tech
- [00:00:34.780]easily transported or used?
- [00:00:37.980]Could we create a big poster?
- [00:00:39.920]Could we consider having posters on the wall in the hallway?
- [00:00:45.900]Are there static forms on the bus available to the student?
- [00:00:50.940]So we are going to really consider how we are going to work to generalize.
- [00:00:56.160]And make it a truly immersive environment for our student.
- [00:01:02.700]And then not only does our student need it, but our staff needs it.
- [00:01:06.920]Our staff are the ones that are going to model without expectations.
- [00:01:10.740]So do the staff have access?
- [00:01:13.120]Now here is our rule though.
- [00:01:16.220]It is the student's voice.
- [00:01:18.640]It is the student's device.
- [00:01:21.000]And so our rule of thumb is we aren't going to touch their stuff.
- [00:01:25.040]Okay?
- [00:01:26.040]We're not going to touch their device unless they have welcomed us into that environment.
- [00:01:34.080]So we don't somehow forcefully grab our typically developing kids and somehow try to utilize
- [00:01:42.520]their voice.
- [00:01:43.520]And so we are going to try very hard to not grab our students' devices as well.
- [00:01:51.580]So we need to have access.
- [00:01:53.640]So can we have two of the same thing?
- [00:01:55.920]That is a luxury, believe me.
- [00:01:58.880]I understand.
- [00:02:00.200]Or could we have multiple, the static pages printed out so that all staff have access
- [00:02:08.620]to at least the core board of the device that the student is utilizing?
- [00:02:14.880]So even if it's not the actual AAC, consider that light version, posters, things like that
- [00:02:22.520]for our student.
- [00:02:24.220]And then peers.
- [00:02:25.800]Our number one, you guys, a lot of you, when I said, why do you communicate?
- [00:02:29.700]So many of you said just for social, for friendship, to have access to the environment around me,
- [00:02:37.940]right?
- [00:02:38.220]So we need for our peers to also have access to that same mode of communication.
- [00:02:45.520]Do they have access to the printed or static pages at all times, posters in the room, pillows,
- [00:02:51.380]carpet on the floor?
- [00:02:53.340]What is that?
- [00:02:55.680]So that they can have access to it at all times.
- [00:02:58.980]So on the form, we are going to take that into account.
- [00:03:03.700]Is there an unaided versus an aided tech or high tech version that can be accessible
- [00:03:12.040]to the student and staff and peers at all times?
- [00:03:19.180]So we want to take that into consideration.
- [00:03:21.800]If they are vocal, beautiful, then we will,
- [00:03:25.560]work for vocal, but do they need AAC?
- [00:03:28.920]Is there a poster in the hallway?
- [00:03:30.940]Could we utilize some gesture or sign?
- [00:03:34.200]We want to make sure that we are considering that they,
- [00:03:39.160]there is a plan B and a plan C if, if we need to.
- [00:03:44.160]So there are no mistakes when we are learning to communicate.
- [00:03:49.260]They're going to babble, they're going to try all
- [00:03:51.680]different types of forms. We're going to accept any attempt at communication, right? So let's
- [00:04:00.840]keep it multimodal, but just know that the specific teaching times are going to be around
- [00:04:06.660]the main mode that the team has chosen for our student. Let's get creative. Let's get creative
- [00:04:14.000]and figure out ways to gain that exposure then to the staff, to the peers. So is it a pillow?
- [00:04:22.080]Is it a nightlight that can be put up on the wall in their classroom? Or is that a nightlight
- [00:04:30.740]that we could share with the parents so that they can talk to the student about their day
- [00:04:36.900]when they get home? Is it a rug? Is it a communication book?
- [00:04:43.380]Um, and even like that communication book, guess what? That can be on the breakfast table,
- [00:04:51.280]even if there's syrup, right? Everything's washable. Just because it might be a little
- [00:04:57.320]bit messy, that doesn't mean they don't have access to that mode of communication. So we are
- [00:05:04.640]going to look and figure out and be inventive and creative in the ways that we can gain everybody
- [00:05:11.640]access to that.
- [00:05:13.360]ability to model and utilize that same mode of communication. And then I love that sticker. It
- [00:05:21.200]just says, this is my voice. Please keep it charged. Keep it with me. Keep it out and ready
- [00:05:26.900]to go. So no more, no more devices found in backpacks, no more devices found on those shelves
- [00:05:35.080]or uncharged. We don't have an excuse anymore for them to not have access in some way.
- [00:05:43.340]Okay. All right. These are, this is a really cool board that the school has said, you know,
- [00:05:53.120]we want them to feel included out on the playground just as much as they are in their
- [00:05:57.640]classroom. If we say we want full inclusion, we mean full inclusion. And so they have put this up
- [00:06:05.820]in their park. I actually think this is at the city park. They did it not only at their school
- [00:06:11.760]playground, but they have also put this up in their park. So they have put this up in their
- [00:06:13.320]park. They have also decided to envelop it fully into their community. And so this is actually at
- [00:06:17.880]a city park. So lots of different ways that we can make sure that we are supporting this student
- [00:06:24.480]and really involving them as a true community member. So this was from Matt, a gentleman that
- [00:06:35.540]is an AAC user. And he said, in reality, my communication device is not a ball and chain.
- [00:06:43.300]And sometimes individuals that are vocal, we have that perception. I don't know why
- [00:06:50.920]that we just make it such this big deal, like, oh, how are they going to get it everywhere? Well,
- [00:06:57.240]if they value communication, it's not a ball and chain at all. It's something that absolutely
- [00:07:04.260]liberates them and allows them access to those social opportunities to be able to ask questions
- [00:07:13.280]to gain further information, to ask other people or tell other people about themselves. And so
- [00:07:20.780]please know that it's not a ball and chain, but it's something that is wonderfully liberating to
- [00:07:26.880]individuals.
- [00:07:27.420]And so please know that it's not a ball and chain, but it's something that is wonderfully
- [00:07:28.140]liberating to individuals.
- [00:07:28.240]Thank you.
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