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• W172474966 abstract "Incorporating augmentative and alternative communication (AAC) systems and microcomputers into whole language learning activities for children with severe physical and speech impairments is discussed. Six typical strategies of whole language programs are reviewed. Ways to provide students with severe disabilities access to these programs are considered, such as aided language stimulation, a total communication environment, and repeated reading opportunities. Specific activities using AAC systems and microcomputers are suggested for students at the preschool, kindergarten, and first grade levels. Titles of instructional materials and software and their publishers are included. A form for identifying books that promote beginning communication and language learning concludes the paper. (Contains 21 references.) (SW) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from Lhe oziginal document. *********************************************************************** CI) 00 .Merging Whole Language and Technology: Strategies for Children with Severe Disabilities Pati King-DeBaun, M.S. CCC-SLP P.O. Box 3358 Park City, UT 84060 For the severely physically and communicatively challenged individual few options exist to explore and expand literacy skills. The importance of facilitating language learning and creativity in the early years to enhance emergent literacy skills is well documented with typical children and visible in the whole language type teaching philosophies which exist today. Each print experience a child encounters sets the stage for further development and growth. Bedtime stories, cloth books, early scribbling, helping mom cook from a cookbook, and writing notes to dad are among the many early print experiences children encounter. Opportunities to explore and use books, writing/drawing tools and a variety of objects/materials for sharing experiences and ideas are the beginning roads which facilitate risk taking, creativity and independent learners. An increasing amount of literature is suggesting that children with severe physical and/or communicative challenges receive the same opportunities as their typical peers. Fitting emergent literacy and early literacy skills however into the busy schedules of young special needs children can be difficult. Updating communication systems, using and learning appropriate software becomes more complicated and using what is available getting into a rut becomes a necessity. In these situations, child with severe speech impairments and physical impairments become passive observers rather than active participants. Several factors seem to play a key role in limiting the active participation of children wh.) have severe speech and physical disabilities. First, the lack of operational and linguistic competencies with current AAC systems often limits young AAC users. In many instances the novice augmentative communicator has not yet mastered all the vocabulary available on his/her system. Participants will learn through demonstration how a variety of tools, including microcomputers and light technology need to be provided to supplement existing systems. In addition participants will learn how a whole language approach can simplify this process. In other cases, a child may be using a lighter technology system while waiting for the funding of a more sophisticated system. Designing overlays, using a variety of inexpensive light tech systems, pairing light tech systems with microcomputer use and the careful planning of activities will be demonstrated. Another child may have learned the extensive vocabulary in their AAC system; however, may be quite slow at accessing the device through single switch entry. Participants will learn how to stretch the design features of devices and software . Professionals all too often blame problems in reading and writing on the disability rather than limited learning opportunities. (Koppenhaver & Yoder, 1990). Participants will learn what software and technologies are available and advance uses of these systems. A child's ability to explore emerging literacy artifacts may be directly related to his or her motoric problems and thus be viewed as barriers that cannot be superseded. ( Pierce, P. & Mcwilliam, P. 1993) Finally, participants will learn how to make light tech physical modifications and learn about what high tech peripherals a are available for microcomputers. Opportunities are presented to these children less frequently because of the limits of a their systems not their abilities. Providing natural opportunities, not excuses, for consistent practice of skills necessary to enhance literacy development is essential. Incorporating augmentative communication systems and microcomputers into activities can be a fun and beneficial experience for all participants. U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) (14ms document has bean reproduced as re. awed from the person of Organization originating it 0 Minor changes hey! Neren made 10 improve reproduction quality Points of view or opinions stated in this dot u. merit do not necessarily represent official OERI position or policy 2 BEST COPY AVAILABLE PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY" @default.
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• W172474966 title "Merging Whole Language and Technology: Strategies for Children with Severe Disabilities." @default.
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