Class #4: Aided Language and Proloquo2go Presentations

                Today we watched a short video about Aided Language. This video raised some very interesting points and is one that I would like to bookmark to share with others. I think the point that really stuck with me was that we need to aim to have students using their picture communication up to 20 times an hour when they are first learning. Although this seemed like a lot when I first heard it, it really makes sense when you compare this number to the number of times students typically use oral language when they are learning to speak. Totally immersing students into picture language much the same that you would if they were learning French or Spanish seems to be the quickest and most effective way to have students catch on and begin to use this new communication system.

I really enjoyed seeing my classmates Proloquo presentations. It was great to see such a wide range of activities, age levels and classes that this type of AT can be used for. As with other learning tools, it is really important to know your student well and to identify their strengths, challenges and abilities before beginning to use this technology. These factors really guide and influence how and when the Proloquo is introduced, applied and adapted for the student.  Nick and Sherry’s presentation stood out for me, as they adapted the technology to fit a social situation, in a different environment (the gym) than I am used to seeing technology used and they really thought about the key words and phrases that the students might require in that setting. The possibilities are huge!

I’m glad that we also had the conversation about what we should do if AT doesn’t seem to be working for the student. I think we need constant reminders to be flexible in our thinking, to try new options but also that we need to not give up on finding the AT that works for our students. Although we know these things (or should) the more we hear them the more likely they are to stick long term and to help build our perseverance as educators. On the flip side someone also raised the question, “Couldn’t students move towards programming the technology themselves.”  It makes sense that if students are able to design the communication grids they should be working with a different, more advance communication device. There certainly are lots a lot of factors to consider when selecting assistive technology.