Although the animations of the Animated Step-by-Steps are great for enhancing
comprehension, you do lose the
cadence of the poem or song when time is required to insert and watch the animations.
Cognizant of this dilemma, I’ve always tried to include a non-animated static version of the poem. This allows
the poem to be re-read in a manner that allows students to better appreciate
the natural cadence of the poem structure. In addition to revisiting the poem with
more natural cadence, this static version is great for providing a meaningful
participatory role for students who are cognitively young or students requiring
some additional practice in motor access. Recently I’ve been exploring the idea
of offering a continuum of options to allow greater differentiated instruction.
When a poem is being used to serve a literacy agenda it is assumed that there
will be several readings of the same poem over the course of several days .. so
several readings in a variety of formats has distinct advantages.
The SymbolStix version of On Top of Spaghetti, for
example, offers five versions of the ‘static poem’ allowing students using direct
selection on a voice-output communication device to add the final word as each
line is read by the class. Similarly, an Occupational Therapist might include a
‘reading’ of the static version of the
poem in her session to give her student additional practice using a scanning
selection technique to add the final words.
Having completed this task, the child might be rewarded for their hard
work by allowing them to use their switch to view the animated version of the
poem, using a series of consecutive non-timed switch clicks.
Version 1:
 |
| Picture Communication Symbols (Mayer Johnson/Dynavox) |
Version 2:
The target words appear as
blanks so there are no visual cues as to the required word (other than the fact
that we often present and program symbols sequentially on a communication page,
i.e., in the order in which they will be used).
Version 3:
Version 4: (available with the symbol supported version)
Provides the printed word
accompanied by its corresponding symbol. In many ways this is probably the
easiest format for a child using a communication device as it can be achieved
by simply matching the symbol on their device with the symbol on the version
displayed on the interactive whiteboard.
 |
| SymbolStix (n2y) |
Version 5:
Includes starred boxes that fade when clicked to reveal the target symbol while simultaneously providing its spoken label. This format challenges students to at least think about the mystery word. A tap of the box confirms/corrects their choice.
If you wish to include a participatory role for a student that is cognitively very young, version 5 will allow you to do so. The child has access to a switch (usually offered by the facilitator) that is connected to the interactive whiteboard computer either directly or wirelessly (see previous post 02-09-15 on Establishing Remote Access). When the facilitator places the cursor on the starred box she essentially creates an opportunity for the child to hit their switch to reveal the symbol and announce the target word for the class.
…’til the
next post … (new posts every Monday)
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Email
me canadiangoosse@gmail.com
©2015 Carol
Goossens’, Ph.D.
Augmentative
Communication Consultant
Speech-Language
Pathologist
Special
Educator
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