Adapt, Accommodate, Integrate
ACC In the Curriculum
Grace O. Williams, M.Ed., CCCSLP
Augmentative Communication
Services
921 Tilghman Forest Dr.
N. Myrtle Beach, SC 29582
843-280-5976
gwilli5341@aol.com
Communication Time
Is All The Time And Thus:
For the AAC user and the primary caregiver,
it is a 24/7 endeavor.
For the teacher & educational assistant,
it is an all day, every day requirement.
For related service specialists,
it is an each and every session priority.
Typical School Day
58% to academic
 23% to non-academic-music, art, PE
 19% to non-instructional activities
transitions, class business
 Overall=30% of time in teacher-led
settings and 70% in seat work.
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Supports for
Functional Use of AAC
Adaptation involves the development of
devices or methods designed
specifically to assist persons with
disabilities to perform daily tasks. It is
something specifically created which is
not normally used by other people.
Supports for
Functional Use of AAC
Accommodation is a change or an
adjustment in routine, method, or
approach, which may be used by
people with or without disabilities.
Whenever possible it is desirable to
make accommodations that will assist
students in compensating for skills
they lack before using adaptations.
Supports for
Functional Use of AAC
Integration is coordinating and combining
diverse parts into a harmonious whole.
These definitions are ones we have
adopted based on our review of the
research and our clinical experience.
Four Communication Purposes
in Classrooms
 Conversation/interaction
 Academic
participation
 Language/literacy learning
 Wants and needs
AAC System Limitations
Inadequate or limited vocabulary
 Undeveloped access
 Equipment breakdown
 Aging equipment
 Transition from one system to another
 Time intensive maintenance
 Environmental obstacles
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Classroom Modifications &
Instructional Strategies
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Worksheets and other
Written activities
Reading, Textbooks,
Handouts and Articles
Lectures
Daily Organization
and Study Strategies
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Handwriting
Accommodations
Mathematicscalculation/concepts
Long Term Projects,
Reports, Homework
Discussions
Seven Critical Components of
Early Literacy Instruction
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1. Allocated time for daily, highly focused literacy
instruction
2.Consistent routines for teaching big ideas of
early literacy
3. Explicit instruction for new letter names and
sounds
4. . Daily “scaffolded” or assisted, practice
with auditory phoneme detection,
segmenting and blending
Seven Critical Components of
Early Literacy Instruction
5. Immediate corrective feedback
 6. Daily application of new knowledge at
the phoneme and letter-sound levels across
multiple and varied literacy contexts.
 7. Daily review
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 CHARACTERISTICS
OF BOOKS
FOR EMERGENT READERS
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Interest and Appeal
Developmentally Appropriate Themes and Topics
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Predictability
Teacher Enthusiasm
Early Emergent Level
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Pictures are used to predict the words
There is precise matching of key parts of
illustrations to individual words
One word sentences are introduced in a repetitive
sequence
Repetition, rhyme and rhythm are widely used
One, or very few incidents and one or two
characters are introduced
Pictures signal change in text
Emergent
Level
 Key
word captions become simple
sentences.
 Challenges are placed at the end of a
sentence.
 Illustrations and text still match exactly and
move in a left-to-right sequence.
Early Reading Level
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Stories are more complex and sentences are
longer
Repetition is still a feature, although there are
now two words, or more, changed in the text.
Text and pictures are not as directly related.
Text itself is becoming important. For
example: text is often printed on the left-hand
side, rather than as a straightforward caption
to the picture.
Dialogue is shown in a variety of ways (e.g.,
bold print for responses, bubbles to indicate
speech).
Increasingly wider vocabulary is introduced
Independent Book Interactions
Browsing A student rapidly flips through pages
of a book which requires the least amount of
sustained attention
 Silent Study A student looking at the
illustrations in book
 Pretend Reading Mock reading of a book
alone, with a partner or in a group
 Conventional Standard reading with recognition
of words and sentences
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Writing
Takes one to three years for typically
developing children to figure our
how to use tools for writing.
What do we expect from children with
disabilities?
Drawing, Scribbling,
Writing Development
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Drawing Using a picture for the entire composition
or embedding pictures with other forms of writing
Scribble-Wavy A continuous or pointed line form
(with or without breaks) without definitions of letters
Scribble-line Letter-like similar to scribble wavy
but some of the forms that have features of letters
Letter-like Units Closely related to letter-like
scribble but they resemble printed letters
Providing Access to Writing
Provide a Variety of Things to Write With and On
 rubber
stamps
 sponge stamps
 tennis ball pens
 t-bar grasp
 blow pens
 magnetic boards
 foam shapes and
Velcro sensitive
surface
 magna
doodle
 wipe clean
slates
 battery operated
toys
 computer
software
Selecting Software
Determine the goal that will be targeted
 Identify learning style of the users
 Determine teaching style of trainer
 Identify types of setting(s)
 Know type of technical support available
 Assure software is compatible with system
 Select software with an identified purpose
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Types of Software
For Learners
Dill and Practice
 Tutorial
 Simulations and
strategy Games
 Exploration but not
games
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For Trainers
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Authoring Programs
Data and Information
Management
 Tutorial
Guidelines for Software
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Opened ended to permit experiencing
Easily integrated into curriculum with guidelines for doing
Prerequisite skills should be identified
Learner characteristics should be indicated
Graphics, sound and animation should be high quality without
distraction
Immediate positive feedback or reinforcement provided
Coaching for guidance or effective direction for incorrect responses
There should not be a long delay in providing feedback
Guidelines for Software
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Small increments of difficulty between levels
Text should use size and color and screen location that
make words clear
Graphics should be easily recognizable
On screen instructions must be simple, clear and concise
Incorrect commands should not shut down the system
Users should never get stuck
Software should support independent use by learners
Selecting Software
for Specific Learners
Should related to learner’s life (real life situations)
 Subject must be enjoyable
 Topic must be of interest to person and the skill
level
 Text & audio should be at appropriate level
 Graphics and text should be age appropriate
 Users should understand commands and the input
devices that are available for use
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Boardmaker
Mayer Johnson graphic database of 4500 symbols
in clipart form of Picture Communication
Symbols. Program allows symbols to be reduced
or enlarged to any size. The built-in drawing
program permits creation of custom
communication boards and materials. A large
number of premade grids of communication
devices and overlays are included.
Intellitools Classroom Suite
A fully integrated package of the Intellipics Studio 3,
IntelliMathics 3 and IntelliTalk 3
A single larger program which features:
a unified graphic interface and shared tools, including answer
checking with record and report creation,
Word Prediction,
whole protected work environment and universal access.
Buildibility
An authoring program by Don Johnston for use
by both teachers and students.
This easy to use program employs a Click-toCreate toolbar that lets students build a page
without using menus. Can combine animated
drawings, graphics, text, speech and sounds to
create original multi-media stories. BuildAbility's
exclusive Drawmation™ let students create
images that are built in front of their eyes.
Writing With Symbols
A word/picture processing program by
MayerJohnson that allows the individual to
type words and have the option of having
picture symbols (Picture Communication
Symbols) quickly pop in with each word. Can
be used by teachers and parents to make
picture materials, for writing with pictures by
person who are not text ready and for talking
word processing by text users.
Picture It
Slater Software that adds picture symbols to text.
Tool can adapt classroom materials or make
communication boards. Over 3,750 high-resolution
pictures. Builds literacy and language skills in
clients with mild to severe physical, cognitive and
speech delays, ESL, hearing impairments, etc.
Multiple features for customizing your documents
to fit individual needs.
PixReader
A Slater Software program that provides a multisensory reading
experience-combining text with picture symbols and spoken
output in a synchronized, sequential, word-by-word format.
Requires full version of Picture It.
PixWriter
A writing tool by Slater Software that includes on-screen
buttons, 1,850 full pictures, text, and speech.
Co:Writer SOLO
A talking word prediction program by Don Johnston which
can be used to enable students to express their thoughts in
writing with less frustration. This powerful writing
intervention includes FlexSpell™ and eWord Bank- to give
students the tools they need to construct quality, contentrich sentences. Emerging writers can use FlexSpell to write
the words they want, even if they can only spell them
phonetically. Developing writers get immediate grammar
support to improve the quality of their work. Co:Writer
makes it possible for students to practice the art of writing
every day.
Balanced Literacy
IntelliTools reading program that provides a
complete year of literacy instruction at a K-2
grade skill level. There are 9 units built
around a theme based anchor book featuring
animal stories. Phonics activities help
students master essential decoding skills.
Guided writing and comprehension reinforce
understanding and strengthen vocabulary.
Start to Finish Books
A collection of supplemental high-interest, lowvocabulary stories by Don Johnston for students
who are two or more grades behind in reading.
There are three formats—"talking" computer
book, paperback book and audiocassette
providing different levels of reading
intervention and support for independent
reading. Gold level is grade 2/3 readibility and
blue level contains 4/5 readibility.
DraftBuilder
A writing program and organizational tool by Don
Johnston for use with a switch, on-screen keyboard or
alternate keyboard. Aids students who require
assistance to manipulate reference materials and take
notes or who are frustrated, reluctant writers. It has
built-in speech and a talking spell checker. Teachermade and standard templates help students write in
different genres, and the bibliographer features helps
students use standard research formats when working
on research papers.
Kidspiration
A writing program by Inspiration that helps
students K-3 see, organize, and develop their
ideas. Using the proven principles of visual
learning, young readers and writers build
confidence in organizing information,
understanding concepts and expressing their
thoughts.
Math as a Total Subject
Numbers
Counting
Measurement
Time
Calendars
Size
Shapes
Money
Patterns
All these concepts are language rich
and support functional communication
Mathpad & Plus
By Intellitools, students can perform basic math directly on the
computer!
Addition, subtraction, multiplication and division possible using a
switch, Intellikeys keyboard, or mouse
Checks problems and adds a check (correct) or dash (incorrect) on the
problem list after students completes problem
Mathpad Plus permits students to perform 3rd to 8th grade
mathFractions, decimals, numerical and word problems
Science and Social Studies
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Language rich
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Increasing choice
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Sensory laden
possibilities
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Development of
world around them
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Opportunities for
engaging typical
peers
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Increasing choicetaking occasions
PE, gym, Outside play,
hall travel, Field trips
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Special challenges-environment conducive to
more spontaneous language, less programmed
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Emergency and personal information needed when
outside school in the community