Discussion

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U.E.T Taxila *

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IMMUNOLOGY

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Communications

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Nov 24, 2024

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docx

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2

Uploaded by PrivateCapybara3078

Describe at least one strategy, instructional material, or accommodation that you might use with a student on the autism spectrum. Implementing visual support is a successful method for helping students who are on the autism spectrum. Visual clues, social stories, and visual schedules are a few examples of visual supports. These resources give students structured, comprehensible information that is frequently simpler for them to process than verbal instructions. A visual schedule can explain the activities and tasks planned for the day, according to Heward et al. (2022), assisting the student in understanding and anticipating what will happen next. This consistency can ease tension and foster a sense of security. Social stories are also individualized narratives that clearly and concisely depict social circumstances, behaviors, or concepts. As a teacher, I may clarify certain social norms and expectations using social stories, assisting autistic students in understanding the right responses and actions in various contexts. These stories can provide step-by-step instructions and foster social understanding. They can also address everyday difficulties like sharing, taking turns, or navigating transitions. Using visual cues to facilitate communication, such as cue cards or pictorial symbols, is another beneficial visual support. For students who have difficulty communicating verbally, these visual aids can improve understanding and encourage expressiveness (Rutherford et al., 2020). For instance, a student can communicate effectively even when verbal communication is difficult by using pictorial symbols to represent their wants or emotions. In order to provide this visual support, educators, students, and their families must work together. For students on the autistic spectrum, I can develop an inclusive and friendly learning environment that will enhance their communication abilities, social relationships, and general academic performance by customizing visual supports to individual requirements and preferences. Describe one strategy, instructional material, or accommodation that you might use with a student with a speech or language disability. The use of Augmentative and Alternative Communication (AAC) methods is one efficient method for helping a student who has a speech or language disability. AAC describes a number of techniques that help or take the place of speech or writing for students with communication problems. These systems can be as low-tech as communication books or graphic boards or as high-tech as tablet applications or speech-generating devices (SGDs) (Heward et al., 2022). Using AAC techniques with a student who has a speech or language disability can dramatically improve their communication skills. AAC enhances expression, comprehension, and social engagement by incorporating visual aids, symbols, or text-to-speech features. It's critical to adapt AAC technologies to the student's preferences and skill level (Elsahar et al., 2019). A student might, for instance, use a tablet application with pre-programmed language and phrases related to their hobbies and everyday activities. This customization makes sure the AAC system fits the demands of the individual learner, boosting motivation and engagement.
AAC should be used in combination with explicit modeling and instruction. I can use the AAC system to successfully illustrate how to use it as a teacher, inspiring the student to observe and imitate. It may take some time for the student to become comfortable using the AAC system independently, therefore patience and encouragement are essential. Additionally, it is crucial to create a supportive environment. It is important to inform peers about the AAC system in order to foster inclusivity and lessen stigma. Strengthening the student's support system and ensuring consistency in communication techniques across various contexts are achieved by working together with speech-language pathologists and incorporating the student's family in the AAC implementation process. Teachers can help students with speech or language disabilities communicate effectively by using AAC systems that are suited to their needs, as well as patient instruction, modeling, and a supportive environment. This improves the students' overall learning experience and social interactions. Reference Elsahar, Y., Hu, S., Bouazza-Marouf, K., Kerr, D., & Mansor, A. (2019). Augmentative and alternative communication (AAC) advances: A review of configurations for individuals with a speech disability. Sensors , 19 (8), 1911. Heward, W. L.,Alber-Morgan, S. R., & Konrad, M. (2022). Exceptional children: An introduction to special education (12th ed.). Pearson. Rutherford, M., Baxter, J., Grayson, Z., Johnston, L., & O’Hare, A. (2020). Visual supports at home and in the community for individuals with autism spectrum disorders: A scoping review. Autism , 24 (2), 447-469.
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