Making It A Reality: Using Standards-Based General Education Science and Math Curriculum To Teach Vocabulary and Language Structures to Students Who Use AAC Students who use AAC to access vocabulary and language typically receive much of their language intervention in a classroom environment. Given this, it is important to teach emerging vocabulary and language concepts as well as academic content when delivering curriculum to students who use AAC. In this article, we will ... Article
Article  |   September 01, 2012
Making It A Reality: Using Standards-Based General Education Science and Math Curriculum To Teach Vocabulary and Language Structures to Students Who Use AAC
Author Affiliations & Notes
  • Michele Caputo Boruta
    Merrimack, NH
  • Kara Bidstrup
    Prentke Romich Company, San Diego, CA
  • Disclosure: Michele Caputo Boruta has no financial or nonfinancial relationships related to the content of this article.
    Disclosure: Michele Caputo Boruta has no financial or nonfinancial relationships related to the content of this article.×
  • Disclosure: Kara Bidstrup has no financial or nonfinancial relationships related to the content of this article.
    Disclosure: Kara Bidstrup has no financial or nonfinancial relationships related to the content of this article.×
Article Information
Augmentative & Alternative Communication / Articles
Article   |   September 01, 2012
Making It A Reality: Using Standards-Based General Education Science and Math Curriculum To Teach Vocabulary and Language Structures to Students Who Use AAC
SIG 12 Perspectives on Augmentative and Alternative Communication, September 2012, Vol. 21, 99-104. doi:10.1044/aac21.3.99
SIG 12 Perspectives on Augmentative and Alternative Communication, September 2012, Vol. 21, 99-104. doi:10.1044/aac21.3.99
Abstract

Students who use AAC to access vocabulary and language typically receive much of their language intervention in a classroom environment. Given this, it is important to teach emerging vocabulary and language concepts as well as academic content when delivering curriculum to students who use AAC. In this article, we will focus on identifying the language level of the student, providing him or her with a linguistically based AAC system, and delivering language intervention within the context of standards-based science and math curriculum. In addition, we will show how a standards-based science and math curriculum can serve as an excellent platform for language instruction. We will also discuss and demonstrate backwards planning as a method to create authentic and meaningful lessons for students who use AAC. The sample lessons will include a national standard, that standard reframed into an appropriate language target, assessment tools, strategies for teaching and learning, and an instructional activity and materials.

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