# data[].attributes.attachment_link.description
Dr. Shelley Moore is an accomplished teacher, researcher, consultant, and storyteller who is dedicated to championing inclusive education for all students. Learn more about her work and how she is making a difference in the field of education.

# data[].attributes.attachment_link.title
Leadership Team Meeting Notes - AAC Implementation Project (DCN/Open Access Collaboration) Year 2

# data[].attributes.attachment_link.title
Group Coaching Call Meeting Notes - AAC Implementation Project (DCN/Open Access Collaboration) Sonoma

# data[].attributes.attachment_link.readable_text
Welcome

Welcome to the Tar Heel Shared Reader, a variant of Tar Heel Reader that emphasizes shared reading.

Note the little well icon in the upper left corner of the page; clicking it will allow you to access the main menu. You can also click the settings icon to change settings on some pages.

Ready to get started?

# data[].attributes.attachment_link.description
Welcome to the Tar Heel Shared Reader, a variant of Tar Heel Reader that emphasizes shared reading. Note the little well icon in the upper left corner of the page; clicking it will allow you to access the main menu. You can also click the settings icon to change settings on some pages.

# data[].attributes.attachment_link.readable_text
"...early writing can be a challenging and frequently overlooked activity for students with significant disabilities including
complex communication and physical needs. Beginning with emergent literacy development, writing plays a central role
in supporting typical children's understandings about print."
-

PREDICTABLE CHART WRITING

What is predictable chart writing?

Predictable chart writing is a type of modeled writing initially developed by Dr. Patricia Cunningham as a technique for helping all students, irrespective of their language skills, to be successful in the writing process.

Predictable chart writing is a fun and easy, shared group writing experience where teachers write with students over the course of one week. It is a way of providing some structure, while allowing students to generate their own ideas.

In the predictable chart writing process, the teacher provides a model sentence or sentence starter to which the students contribute one or two (or more) words. Each student makes the sentence as complex or as simple as their writing development allows.

Predictable chart writing can easily be differentiated to support individual student learning needs. For example, some students will learn that what they say can be written in words. Other students will learn that writing goes from left to right, starting at the top of the page and working to the bottom. Other students will learn how to structure sentences using capital letters at the beginning and punctuation at the end. Teachers can focus on a specific skill to demonstrate as dictated sentences are being written down.

Which students would benefit from predictable chart writing?

Modeled writing supports both emergent and conventional writers and readers, but is especially important for students who:

need to understand the concept of translating thoughts to paper

use alternative pencils such as communication devices, Alphabet Flip Charts, and alphabet eye gaze sets

are nonspeaking so have not been able to 'drite' (dictate for someone else to write)

use Augmentative and Alternative Communication (AAC) to help them to understand sentence structure and language selection in writing, and support them in using their existing vocabulary (example: favorite foods, favorite places, verb/adjective dictionaries or pages).

How can students benefit from predictable chart writing?

Predictable chart writing helps students build:

the concept of translating thoughts to paper

concepts about print and word identification skills

spelling and grammar skills

communication and interaction skills

writing skills

self-confidence and a view of themselves as a writer.

How can we teach predictable chart writing?

Many different activities can occur around predictable chart writing over a 5-day period. At the end of the 5-day process, the result is a student written book for the class library.

Where can I learn more?

Dynamic Learning Maps (DLM) - Predictable Chart Writing
This module focuses on what predictable chart writing is and why it is important for students with significant cognitive disabilities. Participants will examine student and teacher roles and ways predictable chart writing can be adapted to meet the needs of students.
Online Self-directed Module
Facilitated Module Materials for Groups

Support for Implementation

The resources found on this site were developed by the ERLC, a member of Alberta Regional Professional Development Consortia (ARPDC), as a result of grants from Alberta Education, to support implementation.

Learning for All | Copyright © 2016
Terms of Use | Contact Us

# data[].attributes.attachment_link.title
Predictable chart writing | Literacy Instruction for Students with Significant Disabilities

# data[].attributes.attachment_link.description
"...early writing can be a challenging and frequently overlooked activity for students with significant disabilities including complex communication and physical needs. Beginning with emergent literacy development, writing plays a central role in supporting typical children's understandings about print."

# data[].attributes.attachment_link.readable_text
Proloquo

From first steps in AAC to expert users, Proloquo meets the diverse needs of people who need AAC to communicate. It is based on decades of research and anonymous data from thousands of AAC users with a broad range of communication disabilities.

Proloquo Coach

Proloquo Coach prepares families and educators to support clients and students who are learning language through AAC. It teaches AAC in easily readable chunks and bite-sized practice.

What are the unique advantages of Proloquo?

Proloquo offers unique advantages to everyone on the AAC support team

Proloquo frees families to live, talk, and play together

Proloquo provides the words for the topics families talk about. They can easily add their own personal words and pictures.

Proloquo helps families with its partner app, Proloquo Coach. Mom and dad can learn about AAC in clear, easy chapters, practice their skills and enjoy developing new habits.

Practice activities are fun, motivating, and easy to integrate into busy family/school life.

Proloquo frees users to explore their ideas

Proloquo's Thinking Space™ gives AAC users a flexible area where they can organize and explore their thoughts, whether they're working through ideas on their own or communicating with someone else. No more getting stuck in a rigid, linear sentence structure-this space is all about freedom and creativity.

Proloquo frees clinicians to focus on implementation

Proloquo's robust vocabulary means clinicians can focus on supporting AAC users and their partners rather than building page sets. Language therapy with your youngest clients is simple with easy access to core words and topic folders. For more mature clients, quick access to grammatical morphemes and sophisticated vocabulary will streamline your practice.

Proloquo frees educators to focus on teaching

Proloquo's robust academic vocabulary provides the words teachers need such as all the target vocabulary from special education curriculums like Readtopia and ReadtopiaGo.

. Proloquo's unique design is built to support vocabulary instruction and concept development.

With Proloquo's consistent page set and logical fringe words categories, modeling AAC for multiple students is easy.

"
A re-imagining of what we know about comprehensive AAC, using a deceptively simple interface that still provides the user with access to a robust language system.

Jane Farrall, SLP and Special Educator

Beyond the basics

Proloquo is more than a highly efficient, research-based vocabulary in a user-friendly layout. Explore the features that make Proloquo a next-generation AAC solution that can have a real impact on your client's lives.

Proloquo Coach

Proloquo Coach helps families and teachers to support anyone learning to use AAC.

Simple text in bite-sized chunks makes learning how to support AAC easy.

Reinforce knowledge with quizzes.

Get motivational notifications and reminders to keep going.

Choose a learning stream and see examples relevant to the home or classroom.

Get personalized feedback from AssistiveWare's team of parents, educators, and clinicians.

Who is a good match for Proloquo?

This section is a guide to the operational demands of Proloquo.

Free Proloquo AAC Professional license

If you work with AAC as a:

Speech and Language Pathologist or Therapist or SLPA

Occupational Therapist

Assistive Technology Specialist

AAC coach

Board Certified Behavior Analyst

or you're a student in any of these disciplines, you can use Proloquo and Proloquo Coach for free. Find out if you are eligible and apply today!

You might also like

This app is great for people who want maximum flexibility. Out of the box, it has everything for communication and language growth. Yet, if you are an AAC expert, you can tailor it to almost any (accessibility) need.

Proloquo has proudly earned the 2023 App Store Award for Cultural Impact. We're immensely honored to be the first AAC app with this recognition.

People who cannot rely on speech are more vulnerable. Learn how to safeguard Augmentative and Alternative Communication (AAC) users.

# data[].attributes.attachment_link.title
professionalProloquo and Proloquo Coach for clinicians and AAC professionals - AssistiveWare

# data[].attributes.attachment_link.description
It can be hard work to evaluate and select the best AAC solution for AAC users. This at-a-glance resource for SLPs summarizes the essential features of Proloquo and Proloquo Coach.

# data[].attributes.attachment_link.title
AAC Project Schedule at a Glance (Sonoma 25-26).pdf

# data[].attributes.attachment_link.description
Digital books for beginning readers of all ages

# data[].attributes.attachment_link.description
Access Google Forms with a personal Google account or Google Workspace account (for business use).

# data[].attributes.attachment_link.description
The Sherlock Center is committed to helping students with complex disabilities to participate in the general curriculum. As resources permit, the Sherlock Center creates adapted versions of popular literature for use by students, teachers and families.

# data[].attributes.attachment_link.title
Communicating in Classroom Routines - Kendall Example.pdf

# data[].attributes.headline
Template - Communicating in Classroom Routines

# data[].attributes.subject
Template - Communicating in Classroom Routines

# data[].attributes.attachment_link.title
Communicating in Classroom Routines - template

# data[].attributes.attachment_link.readable_text
Over the past few months we have been taking a closer look at the AssistiveWare Core Word Classroom. We have looked at the different planners that allow you to plan, teach and then model a variety of core words, across activities and across the day. Read more about Core Word Planners or Core Word of the Week Planners if you missed it!

Core Word 5 Minute Fillers

Today we share one of our most popular resources, our Core Word 5 Minute Fillers. By using the Fillers, every team member can jump on board and start modeling core words straight away.

5 minute fillers provide teams with an easy reference guide. A one page sheet that focuses on what core words you could model during an activity. And we have chosen those activities that happen anywhere and everywhere. These activities are the quick and fun ones, as we know how many chances we can create to model core words during these engaging and interactive moments.

The words and ways

In every Core Word 5 Minute Filler, there is a table of words. At the top are the list of core words that you can use during the activity. These words have been sorted into what kind of words they are. You will see verbs, describing words, pronouns and more.

The second part of the table shows ways to combine the core words while you are doing the activity. We want to make sure we model other communication functions beyond requesting. That's why we have organised the ways into the different communication functions:
- Needs & Wants
- Giving/Getting Information
- Social Interaction

Activity Packs

Many of the schools we have been working with have used the Core Word 5 Minute Fillers to create activity packs. Combine the 5 Minute Filler with a Core Word board and the activity requirements, and you are ready to go whenever the chance arises!

Join the AssistiveWare Core Word Classroom now!

Why not join up today and check out the Core Word 5 Minute Fillers? So, grab your core word board or AAC system and model core words during engaging activities. You will find so many different ways to fill your time with core words! Have fun!

# data[].attributes.attachment_link.title
Fill every minute with core words! - AssistiveWare

# data[].attributes.attachment_link.description
Over the past few months we have been taking a closer look at the AssistiveWare Core Word Classroom. We have looked at the different planners that allow you to plan, teach and then model a variety of core words, across activities and across the day.

# data[].attributes.attachment_link.title
Talking Mats | Improving communication, improving lives

# data[].attributes.attachment_link.description
Talking Mats is a social enterprise whose vision is to improve the lives of people with communication difficulties. Improving communication-improving lives.

# data[].attributes.attachment_link.title
Helping People with AAC Needs Develop Personal Narratives

# data[].attributes.attachment_link.description
Where I come from, we value our independence. We look forward to the day when we can move out of our childhood homes into our first apartments. We’re intensely proud of our kids when they first do …

# data[].attributes.headline
Article on narrative intervention for autistic students who use AAC

# data[].attributes.subject
Article on narrative intervention for autistic students who use AAC

# data[].attributes.attachment_link.title
Every Student Deserves to Thrive | Language Dynamics Group

# data[].attributes.attachment_link.description
At Language Dynamics Group, we know that every student deserves to thrive. Learn more about how our tools help students excel in language, reading & writing!

# data[].attributes.attachment_link.description
Welcome Teachers & Parents of Emerging Readers!
The free books and resources shared on this site have been created for teachers & parents to use with emerging readers with significant disabilities of all ages. You are welcome to make copies of the books & resources and edit to meet the needs of

# data[].attributes.attachment_link.title
Pitfalls of Using Symbolated Text for Literacy Instruction

# data[].attributes.attachment_link.description
While symbol use in classrooms are helpful for providing visual support there are four main pitfalls for using symbolated text for literacy instruction.

# data[].attributes.attachment_link.title
Copy of Seed Packet (SMoore 2023) (1) (1).pptx

# data[].attributes.attachment_link.title
Needs Based Support Planning | Dr. Shelley Moore

# data[].attributes.attachment_link.description
Dr. Shelley Moore offers a range of inclusive resources, strategy templates, and planning guides for creating inclusive classrooms. Explore her resources to enhance your teaching practices and promote inclusivity.

# data[].attributes.attachment_link.title
Strength Based Data Collection | Dr. Shelley Moore

# data[].attributes.attachment_link.description
Dr. Shelley Moore offers a range of inclusive resources, strategy templates, and planning guides for creating inclusive classrooms. Explore her resources to enhance your teaching practices and promote inclusivity.

# data[].attributes.attachment_link.provider_name
Individuals with Disabilities Education Act

# data[].attributes.attachment_link.readable_text
Topic Areas: Assistive Technology

Summary

The Office of Educational Technology and the Office of Special Education Programs are pleased to share the below guidance in support of children with disabilities who need assistive technology (AT) devices and services for meaningful access and engagement in education.

Dear Colleague Letter

A Dear Colleague Letter on the provision of assistive technology devices and services for children with disabilities under the Individuals with Disabilities Education Act (IDEA).

Myths and Facts Surrounding Assistive Technology Devices and Services (PDF) is designed to increase understanding of the IDEA's AT requirements, dispel common misconceptions regarding AT, and provide examples of the use of AT devices and services for children with disabilities and to highlight the different requirements under Part C and Part B of IDEA.

Resumen

La Oficina de Tecnología Educativa y la Oficina de Programas de Educación Especial se complacen en compartir la guía de abajo para apoyar niños con discapacidades que necesitan aparatos y servicios de tecnología de asistencia (AT) con acceso significativo y participación en la educación.

Carta a los Colegas

Una carta a los colegas estimados sobre la provisión de dispositivos y servicios de tecnología de asistencia para niños con discapacidades bajo la Ley de Educación para Personas con Discapacidades (IDEA).

AT Mitos y Realidades

Mitos y Realidades sobre los dispositivos y servicios de la tecnología de asistencia está diseñado para comprender mejor los requisitos de la AT de la IDEA, disipar conceptos erróneos comunes con respecto a la AT, proporcionar ejemplos del uso de los dispositivos y servicios de la AT para niños con discapacidades y resaltar los diferentes requisitos bajo la Parte C y la Parte B de IDEA.

# data[].attributes.attachment_link.title
Assistive Technology Devices and Services for Children With Disabilities Under the IDEA - Individuals with Disabilities Education Act

# data[].attributes.attachment_link.description
The Office of Educational Technology and the Office of Special Education Programs released guidance in support of children with disabilities who need assistive technology (AT) devices and services for meaningful access and engagement in education.

# data[].attributes.attachment_link.title
Aided Language Stimulation Explained With Voice Over

# data[].attributes.attachment_link.title
SPANISH Aided Language Stimulation Explained

# data[].attributes.attachment_link.readable_text
If the AAC user allows, you can model on their system. Of course, it is best to model on a system that closely resembles the system the AAC user uses - that way, the user is seeing the same symbols and navigation they will need to use. However, it may not always be possible to use an identical system. You may be modeling for a class full of students using different systems. Or you may not be able to afford two of the same high tech system. In these cases, use what you have available, and follow up when possible on the AAC user's own system. This may help him "map" what you've modeled on your system onto the location, so he can find it on his own system.

How many words do we model?

Typically, we match our modeling to the language level of the AAC user; meaning we model one or more words than the AAC user is currently using.

If an AAC user is just starting out, they may not yet be using any words on the AAC system. Perhaps they have started pointing to one word at a time. For these AAC learners, you might model single words, with some 2-3 word sentences.

For AAC users that are beginning to use 1-2 word combinations on their AAC system, try modeling 3-6 word sentences.

Then for AAC users are already producing many different messages on their AAC system, we can model longer sentences. We can also show them how to join ideas or even model grammar and complex sentence structures.

What words do we model?

We can model both core and fringe words on our balanced AAC system. We can model specific or general words that will be powerful and effective for an AAC user, within an activity. We can model different words to help them communicate for different reasons. We must give AAC users the chance to learn the words to do more than request. We should model comments and thoughts, rather than just asking lots of questions.

It is most important to select words that are both meaningful and motivating to the AAC user. Model words and word combinations that will occur often, so there are many opportunities for the AAC user to see them modeled.

The AssistiveWare Core Word Classroom was developed to help teams find words that can be modeled across a variety of situations. Please join the classroom today for many useful ideas in the Core Word Planners on what words we can model.

Modeling in PODD

We also show words and language when modeling using PODD. There are specific strategies for how you can model with either a paper or digital PODD, using simPODD. Learn more about how you can use simPODD to talk together.

Modeling key words, not full sentences and grammar

When we start out, we don't need to model every single word we say. We may not model the exact correct grammar.

Instead, we focus on modeling the key words in a sentence. We target the most important words needed to convey the meaning of the message. If I model this sentence : " I GO SHOP GET BANANAS", even though it is not grammatically complete, the general message of the sentence can be understood. Especially if I say it as I am telling my friend about my morning.

Key words is a powerful way to demonstrate how we start combining words to build sentences and language, without the demands of having to know the grammar. Unfortunately when we first start modeling, we can become worried about not demonstrating correct grammar.

Modeling key words before full grammatical sentences makes sense - this is how the AAC user will develop their language. They are likely to say and communicate to us in key words, before they start composing sentences, much the same as how all people develop language! In time and with more modeling, they can develop the ability for more precise grammar, as long as they have an AAC system that allows for this grammatical development.

Give a correct verbal model

When you are modeling on the AAC system, it is okay to use the AAC system to model 1-2 words (or however many are needed), while speaking the complete sentence aloud. For example, you could model on the AAC system " I go shop get bananas", while saying " I went to the shops to get the bananas " with speech.

Model correct grammar

It is also okay to model the correct grammar at the right time for the AAC user. For example, if the AAC users says " I go shops" on their AAC system to talk about the weekend, then this may be a perfect opportunity to model. We can show how to use grammar supports to find the word " went", or to model little words like " to" and " the" on the AAC system. Model "Really?; you went to the shops on the weekend!?".

Remember, you're modeling the next step the AAC user needs to learn.

# data[].attributes.attachment_link.title
Modeling: Use AAC to teach AAC - AssistiveWare

# data[].attributes.attachment_link.description
Modeling means you point to words on the AAC tool as you speak. This article explains everything you need to know about modeling.