Let’s talk about another scenario to help support students. (Previous posts on this topic: Creating Novel Opportunities to Encourage Communication and When Communicating there are no Right Answers)  This time let’s discuss Bridger who is included in a 4^th grade classroom. Bridger uses an AAC system for expressive language and is receptively thought to be at age level.  For classes such as social studies and science he is academically competitive. The vocabulary that Bridger learns in a month’s time can be overwhelming and the reality is that the demands are only going to get greater.  Often the biggest question is, “How do I keep up with all of the new vocabulary demands of my students?”  Attempting to put novel words like photosynthesis on a student’s device will eventually clutter his device and become overwhelming for all parties – for Bridger to learn and his teachers to add.  Instead, it would be more valuable if Bridger recognizes the new vocabulary words in print and then after learning about the word uses his current AAC system with his current vocabulary to define it.  Below is a sample plan that was put in place for Bridger.

PLAN

1. Teacher: Communicates topic of discussion for the week.

2. Assistant:  Works with the student to find words associated or related to the subject.  She places the location of the words on a Smart Chart that is attached to his device.   (Watch for more information about Smart Charts in future blog posts.)

3. Student:  Practices finding the words in therapy and at home as homework.

4.  Student: Finds and uses the list in class to participate in a discussion.  The teacher knows to facilitate the discussion close to the end of the week when the student has had time to practice.

For the word “photosynthesis” Bridger finds the words, plant, sun, food and grow. Or he makes the sentences using core words and his vocabulary lists; The plant. The sun. Makes food. The plant grows.