Building Capacity
Provides a practical and person-centred approach to passing on key information about people with complex communication difficulties who cannot easily speak for themselves.
The Communication Matrix has created a free assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing.
A sensory based approach to communication and assistive technology for individuals with significant sensory motor differences, developmental differences and autism.
Goals Grid is a systematic way to assess (and reassess) an individual’s current skills and will assist in developing a comprehensive, long-term plan for implementing AAC and teaching new skills. It also includes a defined way to measure progress in small increments.
Developed by Bradie Ormond (Davis District), Evaluation of Basic Skills for Assistive/Alternative Communication System Use
The QIAT-504 indicators are a set of statements that describe the characteristics of high quality assistive technology (AT) services provided to preschool, elementary and secondary students with disabilities who are entitled to a free and appropriate public education (FAPE) and receive protection under Section 504 of the Rehabilitation Act for K-12.
Designed for educators, professionals, families, persons with disabilities, and others of all ages, the Assistive Technology Internet Modules (ATIM) guide users through case studies, instructional videos, pre- and post-assessments, glossaries, discussion questions, and more.
The primary goals of Project Core are two-fold:
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Empower teachers and classroom professionals to deliver access to a Universal Core vocabulary and communication instruction during the naturally occurring academic and daily routines of the school day.
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Improve the academic achievement of students with significant cognitive disabilities as evidenced by gains in their communication and literacy skills, and ultimately in their end-of-year assessments.
Designing inclusive instruction takes intentional planning and collaboration. The goal of these modules is to learn more about Universal Design for Learning (UDL), a framework developed by CAST , and how to support educators to design learning experiences that are inclusive for each and every learner.
The modules are fully asynchronous, so you can progress through them at your own pace. They were co-developed by CAST, TIES, and the Lake Washington School District in Washington. Skip what you already know, review and revisit materials as is helpful, and share with your professional learning team. We hope these modules help to build collaboration to meet the needs of all students as you pursue rigorous learning goals and instruction that reflects high expectations.
The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn
A collection of articles from the NWACS blog related to communicative competence