1 / 10

Pre-Proposal

Communication Resource Center for Children with Developmental Disabilities from Asian American Background. Pre-Proposal. D escription of technology. Main idea!

montana
Télécharger la présentation

Pre-Proposal

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Communication Resource Center for Children with Developmental Disabilities from Asian American Background Pre-Proposal

  2. Description of technology • Main idea! • Developing a website for Asian-American parents (especially for Korean and Chinese) of young children with developmental disability to help their interaction or communication skills. • We need to highlight that the communication device is useful and tailoring to Asian children's need. • Therefore,the first step for this website would be to assess Asian child and parents' need in communication. Secondly, we can provide appropriate communication devices or develop communication skills trainingand resourcesfor them. Lastly, we may arm parents or children with tools to evaluate their communication skills.

  3. The First Step: Assessment • Is this a really first step for us right now? • How to assess the children’s and parents’ need for communication skills ?

  4. Format and Contents • Korean, Chinese, and English will be available. • Assessment tool for parents and children’s needs • Communication skills interventions and training • PowerPoint, Video clips, photos, etc. • Useful resources • books, video clips, practical articles, success stories, and centers • Evaluation Tools • Q & A

  5. AAC (Augmentative and Alternative System) • The manner in which Asian American children and their families’ view the AAC intervention process affects outcomes of the service delivery (Parette & Brotherson, 1996). • Numerous recent publications have emphasized the importance of sensitivity to cultural differences during AAC decision-making processes (Huer, 1997; Parette, Huer, & Brotherson, 2001).

  6. AAC (Augmentative and Alternative System) • The success or failure of any prescribed AAC intervention for children of Asian American families may be determined by • (a) how families perceive children and education professionals • (b) how families feel about their children’s disabilities • (c) the extent to which family members understand and can identify the various barriers to communication.

  7. AAC (Augmentative and Alternative System) • Children with developmental delays who have significant impairments in the use of spoken language may learn to use augmentative an alternative systems (AAC) for social communication (Kaiser, Hester, & Andrea, 2001). • Children with may profiles of communication ability, including severe mental retardation and motor speech impairments, may benefit from the use of augmentative communication devices (Romski & Sevcik, 1997).

  8. AAC (Augmentative and Alternative System) • Regardless of the specific mode of alternative communication selected (sign, picture exchange, computer) for children using AAC, the specific communication strategies of parents and conversational partners will be extremely important. • In addition to being responsive to communicative initiations and able to match the child’s topic and interests, partners must have receptive knowledge of the signs or symbols the child uses in order to understand the child’s communication (Kaiser, Hester, & Andrea, 2001). • While the use of an AAC has many advantages for some children with disabilities, partners may require extensive training to provide the rich and valued support for language learning that is available to speaking children (Kaiser, Hester, & Andrea, 2001).

  9. Early Childhood Special Education Professionals' Ratings of usefulness of Assistive Technology Devices (Judge,2006) • Communication tools 1. Visual Schedule, Calendar, Lists4.752. Picture Communication symbols4.533. Boardmaker Software4.164.Boards with objects, picture, symbols3.885. Picture Symbol Display books/Board3.596. Talking Switches (Bigmack, Jellybean) 3.317. Tape Recorder 3.068. Recordable single message device 2.979. Picture This Software 2.8810. Multi-message-2,4,8 (Cheap Talk) device 2.7511. Intellitalk Software 2.6612. Voice Output Device with levels 2.5613. Communication Vest/Apron 2.4714. Digital Voice Output system (Dynavox) 2.3815. Eye Gaze frame 2.1316. Hip Talk 1.59

  10. Asian American Parents of young children with disabilities Young children with disabilities (0~3) Asian American Young children with developmental disabilities (0~3) CommunicationNeeds Website (Collaboration of parents and professional) Assessment AAC *Communication devices *Communication interventions Useful Resources *Websites *Books *Articles *Real Stories *Q & A Training *How to interact (communicate) with a child (Training video clips or PowerPoint) Evaluation Outcomes *Communication skillsFamily InteractionSocial Skills Satisfaction

More Related