Learning Objective: Engage with theories and practices related to Literacy for Everyone and AAC technology to promote literacy skills and self-expression in person and through digital mediums.
Every student, regardless of their abilities, can develop literacy skills with the proper support and strategies. As I complete this practicum, I am eager to apply my knowledge and experiences to help create a foundation for literacy in the PANDA AAC Camp, and at my school, for students with significant disabilities.
One crucial aspect that I intend to incorporate into my teaching practices is assistive technology (AT). AT encompasses a range of devices and services that can maintain and enhance a person’s learning, independence, and well-being, making society more inclusive. In the context of literacy, AT can significantly decrease barriers and promote access to information, communication, and learning for students with disabilities. AT tools supporting literacy include communication devices, such as speech-generating devices, and software and apps designed for reading and writing.
In this summer camp setting for students with disabilities, with access to augmentative and alternative communication (AAC) technology, I would employ various strategies and techniques to support their literacy development. Here are some ways I would utilize these approaches:
- Core Vocabulary and Aided AAC: I would teach students to use core vocabulary, consisting of high-frequency words relevant across contexts. Using AAC devices or apps, students can practice using these core words to communicate effectively. This approach enables students to participate in literacy activities, such as shared reading and shared writing, by actively engaging with the text and expressing their ideas.
- Productivity and Access: AT can enhance literacy skills and provide access to materials. For example, I utilize tools like laptops or tablets for typing, allowing students to participate in writing activities more independently. Additionally, I would explore software or apps that provide text-to-speech capabilities, supporting students’ reading comprehension and allowing them to access written information.
- The SETT Framework: The SETT framework (Student, Environment, Tasks, Tools) would guide my decision-making process regarding AT implementation. By considering the individual needs of each student, the demands of the environment, the tasks at hand, and the available technology, I can ensure that AT is effectively integrated into the camp activities, fostering access to information and learning.
- Red-Yellow-Green Strategy: I would employ the Red-Yellow-Green strategy to assess various AT devices’ demands and support levels. By classifying mobility or positioning AT, communication tools, and academic tasks based on their level of need and support required, I can create a daily plan that ensures students are not overwhelmed with too many challenging options simultaneously. This strategy helps balance the tasks’ demands and the support AT provides.
- Collaboration and Comprehensive Instruction: Just as in a classroom setting, collaboration among professionals, including educators, therapists, parents, and students themselves, is vital to providing comprehensive literacy instruction. By working together, we can tailor instruction to meet each student’s unique needs, increase participation, and foster success within and beyond the summer camp.
In conclusion, my belief in the potential of students with disabilities to learn to read and write, combined with my experiences and knowledge as a teacher, motivates me to create a strong foundation for literacy. By incorporating strategies and techniques involving assistive technology, following the SETT framework, and fostering collaboration, I aim to provide an inclusive and empowering summer camp experience where students can develop their literacy skills, gain independence, and contribute meaningfully to their learning community.