Understanding and Nurturing the Communicative Competence of Learners with Significant Disabilities - 34721
This session will focus on assessing levels of communication for learners at the non-symbolic or early symbolic level of communication. The Communication Matrix (Rowland, C., 2006) will be used to review the assessment process and how to target levels for instruction and programming. A variety of examples of learners at various pre-symbolic stages and intervention strategies to further their communicative abilities will be provided. The transition from pre-symbolic to emerging symbolic communication and interventions designed to promote the learners' continued progress at this stage of expressive communication development will be discussed. This session addresses Special Education Self-Assessment Indicators 4, 7, 12, & 14.
Schedule & Location
Audiences
Speech Therapists, Teacher - Early Childhood/PreK/Kindergarten, Teacher - Special Education, Paraprofessionals, Teacher Supervisors
Prerequisite/Special Notes
None
Objectives
At the end of this session, participants will be able to 1) describe the Communication Matrix's 7 levels of expressive communication development; 2) identify the learner's present level of expressive communication; 3) identify at least two intervention strategies for the learner at the pre-symbolic level of communication, and 4) identify at least two intervention strategies for the learner at the early symbolic level of communication
Session
0
Fee
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Seats Left
T-TESS
Registration Deadline
Credit Type
Duration
00:00
T-PESS
Presenter
This session has been closed for other reasons.