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Communication Books

Communication Books. Issues. How to get the learner started? What vocabulary do we choose? How many pictures or symbols should we use? Where and when should it be used? How do we develop it? What is reasonable to expect of the learner when they are using it?

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Communication Books

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  1. Communication Books

  2. Issues • How to get the learner started? • What vocabulary do we choose? • How many pictures or symbols should we use? • Where and when should it be used? • How do we develop it? • What is reasonable to expect of the learner when they are using it? • Why is the learner not using it?

  3. Structure • Static functional core vocabulary that develops consistently through five developmental stages • Fringe vocabulary • Communication partner scaffolds the user’s effective use of symbols in communication • Learning aims at each stage for the learner and the communication partner • Learning readiness for each stage • Parent friendly language

  4. Readiness -Communicates single ideas through pictures Partner - Take responsibility Act on communication Link core and fringe words Scaffold Interaction Learner - to link ideas core / fringe vocabulary e.g. Stage Two

  5. Language Functions Core Vocabulary Fringe Vocabulary Recurrence Possession Rejection Non - existence Action Agent Object Attribute

  6. Readiness - Linking 3-4 ideas Partner - learns to use new core, creates opportunity through careful questioning and extending Learner Developing Independence / Uses some new core / communicates past events /moves between pages e.g. Stage Four

  7. Language Functions Core Vocabulary Fringe Vocabulary Give and share information Describe Direct Reason and Predict Plan and evaluate Negotiate Express feelings

  8. What works well • Keeps the momentum from the assessment • Helps people think through the language requirements for a communication book • Moves away from the pressure to produce grammatically correct sentences to the expression of ideas • Helps people see where to move on to • Can demonstrate modelling using the sample pages

  9. What’s not working well • The guide can become the book • Core Vocabulary with out the work!! • Modelling with out scaffolding • Modelling is very difficult

  10. Why the Eye Pointing Book • Presentation for children who Eye Point is not a simple adjustment • Vocabulary selection was harder • ? How to present core vocabulary to eye pointing children • Getting started seemed more complex • How and when to introduce encoding

  11. Structure • Five stage book • Consistent core vocabulary that develops with each stage • Control for moving between pages and accessing describing words introduced • Learning aims – partner and child • Learning readiness • Presented in a Portfolio file

  12. e.g. Stage 2 Core Vocabulary Fringe Vocabulary

  13. e.g. Stage Three Core Vocabulary Fringe Vocabulary

  14. Describing Page

  15. Future Plans • Communication Book can be purchased on line from ACE Website • Eye Pointing book to be produced by January

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