Free Argumentative Communication System Dissertation Example
Argumentative Communication System
Augmentative Communication System
The primary considerations involved in selecting a student’s augmentative communication system are based on its ability in enabling the user initiate conversation with another person (Dell, Newton, Deborah, and Petroff, 2011). Therefore, it should allow the user to construct meaning using symbols, transmit the message to another person, and respond to the feedback promptly.
The components of the augmentative communication system are determined during the process of selection. They are techniques, symbols, and aids. Techniques are a combination of methods involved in the movement of the message from the sender to the receiver. They can include; mouthstick, finger, eye gaze, head stick, and brain-controlled interfaces. Symbols enable students to have the ability to understand specific representation of objects using dimensional objects and pictures (Dell et al., 2011). Aids contain synthesizers, speech output, and mounting provisions.
An augmentative communication system can be integrated into the IEP by providing clear statements that address the communication needs of the student across the environment. Also, it should provide specifications regarding how the student will use the system (Poddar, Hameed, Pandey, Mitra, and Mukherjee, 2014). This ensures that the student gets access to fundamental opportunities that enable him/her to practice communication within the scope of the program.
Collecting frequency of use data and documenting the length of communication helps in monitoring the progress of a student regarding the rate quantity of growth. Alternatively, teachers can use communication devices which have features that enable them to monitor the use and provide useful information that will help in assessing the development of language among individual students (Poddar et al., 2014). Further, teachers can use a data collection method that is based on their observations. It helps in determining the ease at which a student engages in the process of communication.
Dell, A. G., Newton, Deborah. A., & Petroff, J. G. (2011). Assistive technology in the classroom: Enhancing the school experiences of students with disabilities. Pearson Merrill Prentice Hall.
Poddar, S., Hameed, N. T., Pandey, J. M., Mitra, S., & Mukherjee, U. (2014). Psychological interventions in pervasive developmental disorder: An overview. Industrial Psychiatry Journal, 23(2), 94-100. doi:10.4103/0972-6748.151671
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