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Collage of Education

SESSION PLAN TEMPLATE

Name

Professor

Course

Date

Content Knowledge

            The identified area of general curriculum is special education with the prioritization being multi-subject and Mathematics Subtest. Within the general curriculum, the individuals with exceptionalities will be accommodated within the school by an integration of special classes that involves the utilization of the AAC technologized devices. The students will be given a special attention with most of their assignments articulated as homework because their attention to the learning activities require special activities that encompass a channeled way of learning incorporated with a concrete couching (Buell, Hallam and Gamel-Mccormick). Of course, their course will involve a promising introduction to the devices that they will utilize during the learning process. After a proper understanding of the use of the alternative communication devices, the exceptional students will be then formatted to the actual course that they will be undertaking using the communication aided devices. All aspects of the course, from the teaching to the submission of the exams will be achieved using the chosen appropriate alternative communication devices (Cale, Casey and Harris). This means that their educational system will be a bit different and prolonged than the other ordinary students within the school fraternity.

              The effective skills that are required by the individuals with exceptionalities will be basic computer knowledge. The social skills will be the ability of the student to facilitate communication using the technologized aided devices, which entirely depend on the basic computer knowledge (Downey). The required life skills with the exceptional students is the competency in enhancing appreciative relationship with the learning environment. However, the instructional content, resources, and learning strategies will be factored with regard to the cultural, logistic, and gender consideration among the individuals with exceptionalities. The instructional content of the learning process will be achieved with regard to the linguistic misunderstanding of the exceptional students. In this process, the distribution of resources will be done based on the requirements that fill the cultural requirement of the group of students with more needs. Of course, the achievement of such effort can only be factored with a well integrated strategy (Buell, Hallam and Gamel-Mccormick). The strategy will ensure the utilization of the most appropriate technology that incorporates the conditions of the exceptional students such as the AAC device with digitalized speech output. The incorporation and the implementation of the AAC device with digitalized speech output will be achieved through recorded information concerning the study discipline. The information will be the notes in a recorded audio, with which the students will be in a position to use while undertaking the course units. 

References

Buell, M. J, et al. "A survey of general and special education teachers' perceptions and inservice needs concerning inclusion." International journal of disability, development and education, 46(2) (1999): 143-156.

Cale, L, A Casey and J Harris. An advocacy paper for physical education and school sport. 2016.

Downey. Integrating AAC into the Classroom: Low Tech Strategies. The ASHA Leader , 2004.

Topic Four

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Topic Four

A1:  The three assistive technology devices that I would recommend to teachers who have students with special communication needs are the  AAC with digital speeches output, AAC with synthesized speech output that works through message formulation by spelling and physical contact direction select technique, and AAC with synthesized speech output that permits multiple techniques of message formulation and multiple techniques of device access (Downey, 2004). The main reason for the chosen devices is based on the goal of the learning institution as far as quality education to the students with exceptionality is concerned.

A2:  Other than the utilization of technology devices, the other strategies for implementing the communication skills for students with exceptionalities encompass the use of unaided communication systems like gestures and body language, and the aided communication systems that does not use electronic means such as written books (Downey, 2004). These devices are beneficial because they also aid in factoring communication in places where an individual cannot communicate verbally or hear a verbal communication.

Reference

Downey. (2004). Integrating AAC into the Classroom: Low Tech Strategies. The ASHA Leader .

Rationale for the Chosen Augmentative Device

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Institution

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Rationale for the Chosen Augmentative Device

            The alternative communication device of my choice is the AAC device with digitalized speech output. The reason for choosing the device is based on its neutrality advantage to the users. Given the natural aspect of the chosen devise, the AAC digitalized is regarded of an appreciable quality in factoring an aided communication among the students with communication problem (Downey, 2004). The device works by factoring a qualitative replication of the actual human speech making the communicated information engage in a natural manner. Although the device stores information and replicate it at some given time when actually needed by the user, it is relevantly acceptable in a classroom environment where all the students are supposed to achieve the communicated information equally.

As compared to other alternative communication devices which are strict on the communication components, the use of the AAC digitalized makes the entire communication easy and affordable among the teachers. After all, the device is going to be utilized in a class where, not everyone understand English language, with some lacking internet connectivity in their homes (Buell, Hallam, Gamel-Mccormick, & Scheer, 1999). Therefore, the utilization of the AAC digitalized will greatly assist in facilitating appreciative result among the mentioned group of students. The device does not need internet connectivity, as it is a replication of a recorded information that a student can listen to and have some comprehensive time to engage a proper translation of the stored information. Moreover, the stored information does not require internet connection for the access, it only need electricity that have been confirmed available to all students.

References

Buell, M. J., Hallam, R., Gamel-Mccormick, M., & Scheer, S. (1999). A survey of general and special education teachers' perceptions and inservice needs concerning inclusion. International journal of disability, development and education, 46(2), 143-156.

Cale, L., Casey, A., & Harris, J. (2016). An advocacy paper for physical education and school sport.

Downey. (2004). Integrating AAC into the Classroom: Low Tech Strategies. The ASHA Leader .