AIDED LANGUAGE BOARDS making connections between school & home Family Workshop Presented by: Alison Scarlett

Need for Aided Language Boards Aided language boards provide the ability to enhance communication skills by reinforcing school-home learning. This is important because this workshop will show parents the benefits of being involved in their child’s educational journey.

Audience for workshop This workshop on aided language boards is geared toward parents, families, and caregivers of students who need to improve their expressive language skills.

Pre-assessment- How can students and their families benefit from aided language boards? Evaluation- How will I use aided language boards in the future at home? I would like assistance creating boards about the following topics:

Outline Overview Introduction & Background Knowledge Intended Purpose Assistive Technology/Aided Language Boards Learning Styles/Success Videos Whole Group Teacher Demonstration Small Group Center Demonstrations Parent Practice at Center of Choice Differentiation/Reflection

Establishing connections Education is increasingly viewed as a shared responsibility of educators and families. As programs to promote SEL (social and emotional learning) gain prominence and are integrated school wide, it becomes increasingly important to reinforce and align these efforts with children’s at home experience (Albright & Weissberg, 2010). Family involvement at home helps families establish a home environment that extends and reinforces school-based learning. This may include talking with children about their education, ensuring the presence of materials that are cognitively stimulating as well as necessary educational supplies, and actively participating in reading, homework, or other interactive learning activities. Teachers or schools can offer guidance to parents on strategies and activities that extend and reinforce what happens at school (Albright & Weissberg, 2010).

Where we are---where we are headed What do I KNOW about aided language boards? What do I WANT to know about aided language boards?

Aided Language Boards Assistive technology is any device that helps a person with a disability complete an everyday task. Assistive technology can be “low-tech” (something very simple and low-cost, like a pencil grip), or “high-tech” (something sophisticated, like a computer). Assistive technology can be critical for the person using it – if you wear glasses, think how hard it would be to get through the day without them!

Purpose The value of aided language boards is clear. Aided language boards allow students possessing receptive language, but lacking expressive language the opportunity to communicate. The use of this assistive technology encourages self-expression and self-determination. Universal Design for Learning Guidelines states multiple options for expression and communication should be used. Therefore, students should: Use multiple media for communication Use multiple tools for construction and composition Build fluencies with graduated levels of support for practice and performance (UDLG, 2014).

Learning Styles Augmentative/Alternative Communication Strategies Because children learn in a number of different ways, there is no single method for helping all children with learning disabilities. Good teaching is intentional, systematic, and takes time. Using complementary strategies at home is a key to successful learning opportunities. Augmentative/Alternative Communication Strategies Allow a child who cannot speak, or whose speech is not understood by others, to communicate. This includes picture boards, voice output communication devices, communication software and computers. Think Aloud Hand-over-hand Repetition

Promoting Success Model what you want your child to do Let your child know what to do by modeling the activity or chore. For example, show your child how to complete a puzzle or art project so that she can see the steps she needs to follow. Or model a social skill, such as asking for assistance to teach your child how to appropriately ask for help when needed. When you model the behaviors you want to see, you set a good example and make your expectations clear (PBS, 2015).

People need to hear something at least three times #1: Explain #2: Demonstrate #3: Have learners practice •For optimal learning, have learners also practice while explaining what they are doing

Promoting Success Build your child’s confidence Make sure to say something positive when things go well, and naturally don’t praise work if it isn’t worthy of it. You also want to avoid frustration — both yours and your child’s. If your child is having difficulty with an activity, try to simplify or end the activity before she gives up or gets angry. You can also teach your child ways to avoid frustration by encouraging them to ask for help when needed (PBS, 2015).

Practice leads to reinforcement Repetition is the key for any learning. When children are able to duplicate activities, the task becomes easier. Make sure to use sensory based activities: real-life examples that allow children to touch, smell, hear, speak, or even taste the learning experience.

When you get a new gadget, how do you learn how to use it? Repetition Steps •Hear it •See it •Say it •Do it

Video to show how to use aided language board. https://youtu.be/4NpOVE9uYmM Playing a game low-tech (3:58) https://youtu.be/E4huIAqcWpM Playing a game hi-tech (4:28) https://youtu.be/SOCd5i-mu8Q Longer tutorial https://youtu.be/UwxoJQvZkZY

Comprehensive Board

Bingo Aided Language

Reading Aided Language

UNO aided language board

Enhancing Communication Skills For children with disabilities, acquiring skills related to self-determination is especially important. This is because their freedom to move around, express themselves clearly or interact with others may look different than what other children typically do. Some adults may mistakenly provide more support for a young child with disabilities than the child might actually need. We know that sometimes when a child is consistently overprotected or prevented from taking even small risks, he may learn to feel helpless or dependent, rather than self-reliant. Self-determination is about providing opportunities so that children develop the skills necessary to become independent as well as to interact freely and joyfully within their environment.

What will I take away? What did I learn about Aided Language Boards (ALB)? How will I use aided language boards in the future at home with my child? I would like assistance creating an ALB about the following topics:

References Albright, M. I., Weissberg, R. P., & Dusenbury, L. A. (2011). School-family partnership strategies to enhance children’s social, emotional, and academic growth. Newton, MA: National Center for Mental Health Promotion and Youth Violence Prevention, Education Development Center, Inc Help Children Succeed. Retrieved June 12, 2015, from http://www.pbs.org/parents/education/learning-disabilities/supporting-your-child/help-children-succeed/ Universal Design for Learning Guidelines. November 12, 2014. Retrieved June 12, 2015, from http://www.udlcenter.org/aboutudl/udlguidelines_theorypractice