Assessment 7: Field observation of the use of an AAC system
A brief description of the assessment and its use in the program (one sentence may be sufficient)
The written observation report describes the augmentative system used by the person the candidate
is observing and indicates effectiveness and benefits of the system. This assignment represents 5%
of the total grade.
A description of how this assessment specifically aligns with the standards
The key assessment aligns with the standards in the following ways:
Key Assessment Task
Identify and describe a communication device used by a
learner with visual impairments and additional
disabilities.
Describe how the communication device is modified for
the learner who is visually impaired with additional
disabilities.
Evaluate whether the candidate reflects on effectiveness
of the communication device for the learner.
Describe how the classroom is organized to
accommodate materials, equipment, and technology
(specifically the AAC device) for vision loss
Indicate the purpose of the teacher's communication
system and explain specifically what it enabled the
learner to do?
Indicate how the communication system promoted
listening and compensatory auditory skills.
Indicate how the communication system incorporated
nonverbal communication.
Describe in what other setting(s) the communication
system would be appropriate and explain why.
Describe the symbol system the teacher used and explain
the pros and cons of this system.
Explain how the communication system took into
account English language learners? (e.g. Spanish,
French) and whether it needed to be further adapted for
English Language Learners.
Indicate how the communication system takes into
account other cultural and linguistic differences among
learners
Describe the technology (hardware and software) the
teacher used to teach communication and explain how
appropriate was the technology they for the learner.
Evaluate the effectiveness of the communication device
for the learner and how it impacted the learner’s
communicate with the teacher and/or other peers?
Alignment with Standard
ICC6S1
ICC6K4, ICC6S2
ICC6S1, B&VI6K1
B&VI5K1
ICC6K4
B&VI6K2
B&VI6K1
ICC6S1
ICC6S1
ICC6S2
ICC6K1
B&VI6S1
ICC6K4, ICC6S1
The assessment tool or description of the assignment
Each teacher candidate must observe one lesson in a content area (e.g. reading, math, social
studies) and submit a typed double spaced written report using the following specific categories:
1.Information about the classroom and lesson: Describe the classroom/setting and teacher(s) you
observed. How is the classroom organized to accommodate materials, equipment, and
technology (specifically the AAC device) for vision loss? (B&VI5K1) Briefly describe the
purpose and content-area of the teacher’s lesson.
2. Information about the learner- Briefly describe the learner for whom the teacher is designing
an alternative and augmentative communication system. Include some information about his/her
age, disability, communication problem and current means of communication, current
environments, cultural backgrounds, etc.
3. Purpose of the communication system: What was the purpose of the teacher's communication
system? (ICC6K4) What specifically did it enable the learner to do? (ICC6K4) How did it
promote listening and compensatory auditory skills? (B&VI6K2) How did it incorporate
nonverbal communication as a substructure of language? (B&VI6K1) In what other setting(s) do
you think this system would be appropriate and why? (ICC6S1) Are there any disadvantages
to this system?
4. Adaptations: How did the system take into account English language learners? (e.g. Spanish,
French, etc) Did it need to be further adapted for English Language Learners? If yes, how?
(ICC6S2) How did the system take into account other cultural and linguistic differences among
learners? Did it need to be further adapted for cultural and linguistic differences? If yes, how?
(ICC6K1)
5. Conclusion: Evaluate the effectiveness of the communication device for the learner. How did
the communication device/system impact the learner’s communication with the teacher and/or
other peers? (ICC6K4, ICC6S1)
Report should include your name, the school, class, date, number of hours of observation, and
supervisor of the program at the top of the page. The written report should be written in the
above format (1-8).
The scoring guide for the assessment
Each of the 5 Assessment/Evidence items is rated evenly.
15 points=A
12 points=B
9 points=C
CEC
Standard
Assessment/
Evidence
B&VI5K1
B&VI6K2
B&VI6K1
ICC6S1
Below Standard/
Developing
1 point
At Standard
Above Standard
2 points
3 points
1.Information about the classroom and
lesson: Describe the classroom/setting
and teacher(s) you observed. How is
the classroom organized to
accommodate materials, equipment,
and technology (specifically the AAC
device) for vision loss? (B&VI5K1)
Briefly describe the purpose and
content-area of the teacher’s lesson.
The student candidate
is unclear; does not
clearly describe the
classroom setting and
includes minimal
information about
materials, equipment
and technology.
The student candidate clearly,
accurately, and comprehensively
describes the classroom setting
including materials, equipment
and technology specifically the
AAC device for a learner with a
visual impairment, the lesson’s
purpose and content area.
2. Information about the learner: Who
is this for? Briefly describe the learner
for whom the teacher is designing an
alternative and augmentative
communication system. Include some
information about his/her age,
disability, means of communication
and current communication problem,
current environments, cultural
backgrounds, etc.
The student candidate
is unclear; does not
clearly describe the
characteristics of the
individual, nor the
communication
challenge.
The student candidate clearly
and accurately describes the
classroom setting including the
materials, equipment and
technology specifically the
AAC device for a learner with
a visual impairment, the
lesson’s purpose and content
area.
The student candidate clearly
and accurately describes who
the alternative augmentative
system is designed for
including information about
the disability, means of
communication and cultural
background and the problem
necessitating an overlay.
3. Purpose of the communication
system: What was the purpose of the
teacher's communication system?
What specifically did it enable the
Discussion of purpose
is lacking or limited.
The student candidate clearly,
accurately, and comprehensively
describes who the augmentative
alternative system is designed
for including information about
the disability, means of
communication and cultural
background, the problem to
overcome, and provides
strategies through illustrations to
support the need for a
modification.
Purpose of the goals and
Purpose and goals and settings
settings are clearly and
for use are clearly, accurately,
accurately stated by the teacher and comprehensively stated by
ICC6S2
ICC6K1
ICC6K4,
ICC6S1
learner to do? How did it promote
listening and compensatory auditory
skills? (B&VI6K2) How did it
incorporate nonverbal communication
as a substructure of language?
(B&VI6K1) In what other setting(s) do
you think this system would be
appropriate and why? (ICC6S1)
4. Adaptations: How did the system
take into account English language
learners? (e.g. Spanish, French, etc.)
Did it need to be further adapted for
English Language Learners? If yes,
how? (ICC6S2) How did the system
take into account other cultural and
linguistic differences among learners?
Did it need to be further adapted for
cultural and linguistic differences? If
yes, how? (ICC6K1)
5. Conclusion: Evaluate the
effectiveness of the communication
device for the learner. How did the
communication device/system impact
the learner’s communication with the
teacher and/or other peers? (ICC6K4,
ICC6S1)
The teacher candidate is
unclear about the unique
adaptations or
characteristics for a
student who is from a
different culture or from
an ELL setting.
Teacher candidate does
not write/poorly writes a
reflection on the learner
who is visually impaired
with additional
disabilities’ use of the
device during the lesson
candidate. The teacher
candidate clearly discusses the
ways in which the
communication system helped
to promote listening skills and
incorporate nonverbal
communication.
the teacher candidate. The
teacher candidate clearly and
comprehensively discusses how
the communication system
helped to promote listening
skills for the nonverbal learner.
The teacher candidate clearly
describes how an English
language learner’s
communication system was
adapted, taking into account
cultural and linguistic
differences.
The teacher candidate clearly
and comprehensively describes
how an English language
learner’s communication system
was appropriately adapted with
particularly creative ideas about
taking into account cultural and
linguistic differences.
Teacher candidate writes a clear
and meaningful evaluation on the
learner who is visually impaired
with additional disabilities’ use of
the device during the lesson,
including impact of
communication with the teacher
and/or peers.
Teacher candidate writes a clear,
meaningful, and comprehensive
reflection using critical analysis on
the effectiveness of the
communication device used by the
learner who is visually impaired
with additional disabilities during
the lesson, including impact of
communication with the teacher
and/or peers.