talklink and tauhara college special needs unit collaborative work (ulearn presentation)
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Talklink and TauharaCollege Special Needs
unit collaborative work.
Integrating new technologies to empower learning and transform leadership
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TauharaCollege
tino u ki tou hiranga committedtoexcellence
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GESTURE
AAC
ORAL
SCHEDULES
TALKING
BODYLANGUAGESigning
VISUALS
In August 2010 a referral was made to the Talklink
trust to provide communication supports for special
learners attending Tauhara College.
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Michelle
Classroom Teacher
Primary teacher
Passionate about Special
Learners
Worked in area of SpecialEducation most of teaching
career
Wife and mother of three
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Brenda
Head of Faculty Tauhara
College Special Needs Unit
Primary trained teacher
Worked in low decile schools
Current position 3 years
Son with Special Needs 19
years
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4/18/12Who are we? What do we do?
14 ORS Students
Personal and Physical Cares
Learning supports
Behaviour supports
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Our staff
Two full time teachers
Seven support staff
Itinerant Teacher Serviceto Local Primary Schools
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Auckland
Wellington
Bay of Plenty
Christchurch
TalkLink Trust
Speech-Language TherapistsOccupational Therapists
Technical Support
Assistive Technology Trainer
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4/18/12Vision
The provision of quality assistive technology
services which enable all people to
communicate and interact with theirenvironment independently and as effectively
and efficiently as possible.
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Talklink Services
Assessment ServiceWork with existing teamNot a therapy serviceAble to provide training packages to support the client and
their team
TrainingIn communication skills
For specific software design
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The Camp Model
What is it and what does it look like?
Creating opportunities for communication
Add AAC
Model Communication
Prompting communication
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Campcovers the aspects of good communication which areuniversal and are not dependent on the use of any particular form
of AAC.
Considering
What is a multi- modality approach?
What are the functions of language?
How we include communication in all our routines?
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Some examples of TOOLS
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AAC PROFILE - A CONTINUM OF
LEARNING (KOVACH, 2009)Uses four communication competency areasOperationalLinguisticSocialStrategic
Assesses students in these four areasAssess communication partner in all but
linguisticsPre and post training measure of intervention
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PRACTISED INTERVENTION
STUDENT WHO USES AAC
Demonstrates increased AAC system use and practise
Purposefully uses AAC system and communication functions to
more fully participate in communicative exchanges
COMMUNICATIVE PARTNERRefrains from anticipating needs and the expression of those
needs
Models effective social communication
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What did the collaboration between Talklink
and Tauhara College look like?
Initial training session with Julie for all staff to
introduce the CAMP framework.
Ideas and strategies to develop ways to engage
students in communication. Left to trial and practise
strategies.
The expected outcome was to enhance studentsability to communicate and engage in learning
experiences.
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Regular visits from Julie over the last
year to build on staff and student
Learning.
Julie has worked individually and
collectively with staff on these occasions
to develop ideas and strategies.
The frequent and ongoing nature of the
professional learning has contributed to its
success.
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Back to Tauhara the starting point
We were surviving managing a diverse range
of students with variety of learning and
behaviour supportsrequired
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What did we learn? Keep it simple
Low tech is the best place to start.Daily schedules and pegs
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Box work
Attention to task
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First Next Then
Using visuals creates the contract
When students feel some sense of what
is happening next and what is expected
then attention to task is encouraged.
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4/18/12Talking Boards
James.wmv
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Morning Box Work
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Go talk
Objects of reference
Using other communication tools
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Links to curriculum and SPEC
Our belief:
All students are learners.
A framework for teaching and learning programs is
essential.Learning tasks needs to be relevant, meaningful and have a
purpose, not just a series of isolated or unrelated tasks.
www.spec.org.nz
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Relatingtoothers
Thinking
Participating and Contributing
Using language
symbols and texts
MANAGING SELF
KEY COMPETENCIES
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Sharing our work - being part of our
community
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Using language symbols and texts
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4/18/12Managing Self
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Using the data projector as a visual model
Participating and Contributing
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Board MakerWhat is Board Maker?
A computer program which allows you to print a huge variety of
simple pictures.
How do we use Board Maker?
To make any and everything we use with our students.
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SchedulesMany and varied schedules are used every day in
our room for many different reasons
encouraging independence, behaviour
management, reducing student anxiety.
Some of our schedules...Eating/meal times
Arrival routines
Morning box routines
Rotations skill based tasks
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The CAMP model has shaped the way we present
our learning tasks.Some things we have tried.....
Book making with visual student checklistsEmotions and feelings exploring higher level thinking and
---concepts
Visual category sorting tasks -to manage students finishing
work at different times
Writing visual stories
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h d h d l
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The impacts and changes to student learning
Attention to task
Following instructions
Improved communication
Improved self esteem I can do it - I did
it myself
Becoming engaged not just colouring inHigher level thinking skills supported by
visuals
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The impact on teaching practise
Ability to adapt tasks and curriculum for range of abilities is easier
VISUALS BECOME CRITERIA AND MODELS for students to referto(teacher can roam)
Lessons are authentic and contextual
Teacher skills in designing purposeful visuals has
improved and developed. This has been driven by
need.
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Summary of Achievements to Date
Attention to task
Most powerful tool is the visual prompts
Visuals are changing
Visuals used to support behaviour management
Visuals used for learning and curriculum content
Teacher aides seeing the value in using visuals
Our anecdotal evidence shows that using the visuals has markedlyimproved communication
Visuals are invaluable
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Some key points as we reflect on our learning
Behaviour is communication
Attention and listening are critical
No one believed these students could learn or change
their behaviour
All people are learners responding is thinking and learning
Labels not questions telling not asking
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Where to now
We are ready for high tech.
What will this look like?
USING COMPUTERS IN CLASS TO
SUPPORT SPEC PROGRAMME
USING THE INTERNET
STUDENTS USING AN IPAD
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STUDENTS BRINGING THEIR
TECHNOLOGY TO CLASS ie OWN IPADS
EXPLORING THE USE OF
COMMUNICATION DEVICES HIGH TECH
STUDENTS FOLLOWING THEIR OWN
VISUAL SCHEDULES TO BECOME
INDEPENDENT LEARNERS AND WORKERS
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Resources that may be useful
www.spec.org.nz
www.boardmakershare.com
www.clickspecialednz.com
www.setbc.org/pictureset
www.boowakwala.comwww.starfall.com
www.do2learn.com
www.visualaidsforlearning.comwww.helpkidzlearn.com
You tube clips and links links to areas of interest from Wiggles to Bob Marley
http://www.spec.org.nz/http://www.boardmakershare.com/http://www.clickspecialednz.co.nz/http://www.setbc.org/picturesethttp://www.boowakwala.com/http://www.starfall.com/http://www.do2learn.com/http://www.visualaidsforlearning.com/http://www.helpkidzlearn.com/http://www.helpkidzlearn.com/http://www.visualaidsforlearning.com/http://www.do2learn.com/http://www.starfall.com/http://www.boowakwala.com/http://www.setbc.org/picturesethttp://www.clickspecialednz.co.nz/http://www.boardmakershare.com/http://www.spec.org.nz/ -
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Michelle Pointon
email [email protected]
Brenda Pilkinton
email: [email protected]
Julie Tan
Talklink
email: [email protected]
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected] -
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mailto:[email protected]