Tag Archives: language

An Adapted Library at Algonkian Elementary

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Megan Keller

Megan Keller, Speech Language Pathologist at Algonkian Elementary School

This blog post was written by Megan Keller, Speech Language Pathologist at Algonkian Elementary School.

This year, I have been working hard on my dream of creating an adapted library here at Algonkian Elementary! My goal is to promote inclusion by providing non-speaking students or those with emerging verbal skills with the same books that their neurotypical peers have access to. I feel that often the adapted books that are available to print from online sources lack visual stimulation, plots, and fun, well-known characters. I have adapted popular books to allow them to access the language needed to share in the same literary experience as their peers. I want teachers, assistants, and families to be able to easily use the library to foster a love of books while promoting communication and literacy skills. 

These books also align with the curriculum that the self-contained special education teachers are using. For example, during the month of May the students in K-2 Autism class are learning about transportation and so I have chosen to target the core word “go”. I used fun, colorful, books such as “Go Dog, Go” and nonfiction texts about vehicles to further target the word “go” and expand upon its meaning. Students can check these books out and families can read the book together! Students can also read to their teachers, assistants, friends, and family. Individuals who use Augmentative/Alternative Communication can use the corresponding icons on their device. or by pointing to the icons on each page. Those working with the students can, of course, expand on the words to model longer utterances. Each book also includes a folder containing comprehension activities, such as sequencing activities, visual comprehension questions, and picture sorts to further build language skills and interaction. I also suggest toys and activities to use to reinforce mastery of these core words through play. 

We plan on hosting some family coffee talks next year to discuss promoting literacy and communication at home using this library as a foundation. It’s a work in progress, but I’m excited to watch it grow!

Orange folder with a sheet of paper describing ways to help teach the word want.

Ideas for how to incorporate the Word of the Week

Buckets with core words on it and books sticking out of them

Core Word Buckets

A picture book with text, pictures, and a picture symbol for the target word

Word being practiced is placed on the page

Pop the Pig game, the eat bucket, plastic fruit, and the Hungry, Hungry Caterpillar

Games, toys, and books are all used to teach the meaning of the core vocabulary word and beyond!

Communication Partner Buddies at Elaine Thompson Elementary School

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October was National Augmentative/Alternative Communication Month. In recognition and celebration, learners at Elaine Thompson Elementary School engaged in an experience where they explored augmentative/alternative communication. Led by speech language pathologist, Hannah Schroyer, and supported by an ensemble of other educators including resource teacher, Emily Davis, and Specialized Instructional Facilitator – Assistive Technology, Joyce Sharp, students explored the Language Acquisition Through Motor Planning: Words for Life application. The students learned how the app was organized, explored how to find words, and discussed what it meant to be a supportive communication partner to their peers who are using the application to help them learn language. What follows are actual quotes from those who participated:

The hands of two students touching an iPad with an AAC app on it

Learners work together to explore words on AAC

“I’ve never experienced this type of technology, but it was fun to learn it because I wanted to communicate more with my friends. I’ve had a lot of chances to use it. I liked how if you tapped on one thing like ‘work,’ it would bring you to this other screen with multiple words on it like ‘job’ or ‘hammer.'” -Ishanvi

Four learners collaborating at a table while using iPads with an AAC application.

Students explore how words are organized and where to find them to communicate a message to their peers.

“I loved the concept of giving every single student a voice, especially ones that aren’t able to speak. I can’t wait to further do this. I really liked how we learned and how you guys taught us like how you went into a very deep description of everything we needed to do. I loved all of the ‘who can do this the fastest’ type of stuff to get muscle memory going.” -Delilah

five students sitting at a table each with an iPad exploring the AAC

Students learn how to be awesome communication partners

“It was fun, but it was kind of difficult to see where everything was. It helped me learn a bunch about [my classmate] and how he would use the iPad to speak. My favorite part was learning where everything was so it would be easier for me to talk to [my classmate].” -Gabby

If you’re interested in leading a similar event, reach out to the Specialized Instructional Facilitator – Assistive Technology who works at your school!

Kindergartners Learn About Language Using Augmentative/Alternative Communication

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May is Better Hearing and Speech Month! In preparation for the month, learners in Kindergarten at Round Hill Elementary School engaged in an experience where they explored augmentative/alternative communication. Led by speech language pathologist Amy Cote and supported by an ensemble of other educators including the early childhood special educators, the Kindergartners explored the Language Acquisition Through Motor Planning: Words for Life application. The students learned how the app was organized, explored how to find words, and discussed what it meant to be a supportive communication partner to their peers who are using the application to help them learn language. If you’re interested in leading a similar event, reach out to the Specialized Instructional Facilitator – Assistive Technology who works at your school! Collage of images of educators working with students engaged in experiences related to augmentative/alternative communication

Senior at Loudoun Valley High School Creates Videos and Books to Support the Learning of Language Using Augmentative/Alternative Communication

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Ceci Fetterolf was a senior at Loudoun Valley High School during the 2021-2022 school year. For her capstone project she created a series of videos illustrating the multiple meanings of 15 different frequently used words. These videos can be used to help those learning language using augmentative/alternative communication understand how these words are used in everyday interactions. The videos are organized on a virtual poster each linked via a QR code. 

Ceci also authored three online books explaining mathematical concepts using frequently used words. These books can also be used to help any learner explore math concepts using commonly used language. Learn more about her motivation, approach, and what she learned by listening to this audio interview with Ceci and/or reading the transcript of her interview.

Ceci Fetterolf, a senior at Loudoun Valley High School during the 2021-2022 school year, displays a poster featuring QR codes to each of her created videos and books

Ceci Fetterolf, a senior at Loudoun Valley High School during the 2021-2022 school year, displays a poster featuring QR codes to each of her created videos.

Create Your Own Mandalorian for May the Fourth

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May the Fourth is known as Star Wars day. A fun experience for learners of all ages might be to create their own Mandalorian from the Star Wars universe. Go to https://www.mandocreator.com/ to begin.

Implementation ideas include…

  1. Collaboratively working with peers to design and color the character by giving directions such as, “Put that on”, “Let’s use green”, and “I choose that one.”
  2. Practicing the pragmatic function of commenting on the character such as, “It is big”, “I like it”, and “It has many colors.”
  3. Exporting the picture and adding text to describe the character.
  4. Exporting the picture, importing it into a slide deck using Google Slides or PowerPoint, and adding additional images around it to create a scene.
  5. Telling a story about the character.

The universe is the only limit to how it can be used! Whatever the students’ create will be out of this world! This is the way!

A Mandalorian created using https://www.mandocreator.com/

A Mandalorian created using https://www.mandocreator.com/

Using Words in Different Ways To Teach What They Mean

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Green Light, Traffic Light, Signals, Signs, Go, SpeedRepetition with variety means teaching the same word repeatedly in various contexts and environments.

  • Time to GO outside.
  • I GO sit at the carpet.
  • Let’s watch the video, turn it on and make it GO.
  • We GO eat lunch.
  • The bus is here, time to GO.
  • It’s your turn, ready, set, GO.

A student can learn how to use a word through repeated exposure to that word being used in different ways and explicitly teaching the various ways to use it.