AAC Communication in the Classroom: Sharing Our Voices
Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we create and implement augmentative communication boards that empower students to effectively express themselves, engage in classroom activities, and make meaningful choices, while also considering ethical implications and individual needs?Essential Questions
Supporting questions that break down major concepts.- How can augmentative communication boards be designed to meet individual student needs?
- What strategies can be used to encourage the use of augmentative communication boards in the classroom?
- How can we assess the effectiveness of augmentative communication boards in promoting communication and participation?
- In what ways can augmentative communication boards support students' expression of preferences, activities, and comments?
- What are the ethical considerations involved in using augmentative communication boards with students?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Students will demonstrate the ability to use augmentative communication boards to express likes, dislikes, and preferences.
- Students will use augmentative communication boards to participate in classroom activities.
- Students will use augmentative communication boards to make choices and express opinions.
- Students will communicate comments and observations using augmentative communication boards.
- Students will design augmentative communication boards to meet individual student needs.
- Students will assess the effectiveness of augmentative communication boards in promoting communication and participation.
Entry Events
Events that will be used to introduce the project to studentsThe Silent Morning Challenge
Host a "Silent Morning" where all classroom communication is done through alternative methods, highlighting the challenges and the importance of effective augmentative communication. Students reflect on their experience and brainstorm ways to improve communication access for everyone.Communication Breakdown: A Video Analysis
Present students with a series of video clips showing individuals attempting to communicate in different scenarios, some with and some without augmentative communication. Students analyze the effectiveness of each interaction and identify the barriers to communication.Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.My Favorites Communication Board
Students will create a personal preference board with images and words representing their favorite things (foods, activities, people). They will practice using the board to express their preferences in different classroom scenarios.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA personal preference communication board with at least 10 items, and a short video demonstrating its use.Alignment
How this activity aligns with the learning objectives & standardsLearning Goal: Students will demonstrate the ability to use augmentative communication boards to express likes, dislikes, and preferences.Classroom Activities Communication Boards
Students will create activity-specific communication boards for common classroom routines (e.g., reading time, group work, art projects). They will use these boards to participate actively in these activities.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityThree activity-specific communication boards and a reflection journal on the experience of using them.Alignment
How this activity aligns with the learning objectives & standardsLearning Goal: Students will use augmentative communication boards to participate in classroom activities.Choices and Opinions Communication Boards
Students will create a choice board to use during classroom decision-making (e.g., choosing a book to read, selecting a topic for a project). They will also create boards to express opinions on various topics discussed in class.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA choice board and an opinion board, each with at least five options/opinions, and documentation of instances where they were used in class.Alignment
How this activity aligns with the learning objectives & standardsLearning Goal: Students will use augmentative communication boards to make choices and express opinions.Comments and Observations Communication Board
Students will design a "comments and observations" board with general vocabulary and phrases that allow them to express thoughts, feelings, and observations during various classroom situations.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA "comments and observations" communication board and a log of instances where it was used to communicate in class.Alignment
How this activity aligns with the learning objectives & standardsLearning Goal: Students will communicate comments and observations using augmentative communication boards.Custom Communication Board Design
Students will interview a classmate or another student who uses augmentative communication to understand their specific needs and preferences. Based on the interview, they will design a customized communication board.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA customized communication board designed for a specific individual, along with a written rationale explaining the design choices.Alignment
How this activity aligns with the learning objectives & standardsLearning Goal: Students will design augmentative communication boards to meet individual student needs.Assessing Communication Board Effectiveness
Students will conduct a mini-research project to assess the impact of using augmentative communication boards in the classroom. They will collect data on student participation, communication frequency, and overall engagement.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA research report summarizing the findings of the mini-research project, including data on student participation and engagement.Alignment
How this activity aligns with the learning objectives & standardsLearning Goal: Students will assess the effectiveness of augmentative communication boards in promoting communication and participation.Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioAugmentative Communication Boards Portfolio Rubric
Personal Preference Board
Assesses the student's ability to create and effectively use a personal preference communication board, focusing on clarity of expression, board organization, and demonstration of use.Expressing Preferences
Effectively conveys personal preferences using a communication board.
Exemplary
4 PointsMasterfully uses the communication board to express a wide range of preferences with detail and nuance, exceeding expectations in clarity and expression.
Proficient
3 PointsConfidently uses the communication board to express preferences clearly and accurately.
Developing
2 PointsShows some ability to use the communication board to express basic preferences, but struggles with clarity or accuracy.
Beginning
1 PointsStruggles to use the communication board to express preferences, with significant difficulties in clarity and accuracy.
Board Organization
Demonstrates the ability to arrange the communication board effectively.
Exemplary
4 PointsThe communication board is exceptionally well-organized, visually appealing, and intuitively designed for ease of use and navigation.
Proficient
3 PointsThe communication board is well-organized and easy to navigate, with clear arrangement of images and words.
Developing
2 PointsThe communication board shows some organization, but may be difficult to navigate or lack clarity.
Beginning
1 PointsThe communication board is poorly organized and difficult to navigate, hindering effective communication.
Video Demonstration
The student is able to demonstrate the use of the board.
Exemplary
4 PointsThe video demonstration is seamless, showcasing advanced skills in using the communication board in various realistic scenarios with excellence.
Proficient
3 PointsProvides a clear and understandable demonstration of the board's use in a video.
Developing
2 PointsThe video demonstration is somewhat unclear or incomplete, with some difficulty in showcasing effective board use.
Beginning
1 PointsThe video demonstration is unclear, incomplete, or missing, failing to effectively showcase the board's use.
Classroom Activities Boards
Assesses the student's ability to design and use activity-specific communication boards, focusing on design effectiveness, classroom participation, and thoughtful reflection on the experience.Activity-Specific Design
Effectively designs communication boards tailored for specific classroom activities.
Exemplary
4 PointsDisplays masterful design of activity-specific boards, innovatively integrating relevant vocabulary and phrases to enhance classroom engagement exceptionally.
Proficient
3 PointsDesigns functional and relevant communication boards that are tailored for use in specific classroom activities.
Developing
2 PointsShows some ability to design activity-specific boards, but struggles with relevance or functionality.
Beginning
1 PointsStruggles to design activity-specific boards effectively, with significant issues in relevance and functionality.
Classroom Participation
Demonstrates active engagement and participation in classroom activities using the communication boards.
Exemplary
4 PointsDemonstrates exceptional engagement and proactive participation in classroom activities, skillfully employing communication boards to foster collaboration and understanding with advanced techniques.
Proficient
3 PointsActively engages and participates in classroom activities using the communication boards.
Developing
2 PointsShows some engagement in classroom activities using the communication boards, but struggles with consistent participation.
Beginning
1 PointsStruggles to engage and participate in classroom activities, with limited use of the communication boards.
Thoughtful Reflection
Provides thoughtful and insightful reflections on the experience of using communication boards in the classroom.
Exemplary
4 PointsOffers exceptionally thoughtful reflections, providing profound insights into board effectiveness and suggesting innovative improvements with sophisticated analysis.
Proficient
3 PointsProvides thoughtful reflections on the experience of using communication boards, including successes, challenges, and potential improvements.
Developing
2 PointsOffers basic reflections on the experience of using communication boards, but lacks depth or insight.
Beginning
1 PointsProvides minimal or superficial reflections on the experience of using communication boards, with little to no insight.
Choices and Opinions Boards
Assesses the student's ability to create and use choice and opinion boards, focusing on board creation, classroom participation, and documentation of their impact.Board Creation
Effectively creates choice and opinion boards with relevant options and vocabulary.
Exemplary
4 PointsDisplays masterful creation of choice and opinion boards, expertly incorporating a rich array of relevant options and vocabulary to facilitate nuanced expression.
Proficient
3 PointsCreates functional choice and opinion boards with relevant options and vocabulary.
Developing
2 PointsShows some ability to create choice and opinion boards, but struggles with relevance or vocabulary.
Beginning
1 PointsStruggles to create effective choice and opinion boards, with significant issues in relevance and vocabulary.
Class Participation
Actively uses the boards during class discussions and decision-making processes.
Exemplary
4 PointsActively and skillfully uses choice and opinion boards during discussions, enhancing decision-making with profound insights and exemplary communication.
Proficient
3 PointsActively uses the boards during class discussions and decision-making.
Developing
2 PointsShows some use of the boards during discussions, but struggles with consistent or effective participation.
Beginning
1 PointsStruggles to use the boards during discussions and decision-making, with limited or no participation.
Documentation
Provides thorough documentation of instances where the boards were used and their impact on communication.
Exemplary
4 PointsOffers exceptionally thorough documentation with insightful analysis, revealing significant impacts on communication through advanced evaluation.
Proficient
3 PointsProvides clear documentation of instances where the boards were used and their impact on communication.
Developing
2 PointsProvides incomplete or superficial documentation of the boards' use and impact.
Beginning
1 PointsProvides minimal or no documentation of the boards' use and impact on communication.
Comments and Observations Board
Assesses the student's ability to create a comments and observations board and promote its use in the classroom, focusing on board creation, implementation, and documentation.Board Creation
Creates a comprehensive and relevant communication board for expressing comments and observations.
Exemplary
4 PointsDisplays masterful creation of a comprehensive board, innovatively integrating a vast array of relevant phrases and vocabulary to enable nuanced expression of comments and observations with excellence.
Proficient
3 PointsCreates a comprehensive and relevant communication board for expressing comments and observations.
Developing
2 PointsShows some ability to create a comments and observations board, but struggles with comprehensiveness or relevance.
Beginning
1 PointsStruggles to create an effective comments and observations board, with significant issues in comprehensiveness and relevance.
Board Implementation
Actively encourages and facilitates the use of the board to communicate during various classroom activities.
Exemplary
4 PointsThe student skillfully fosters a classroom environment that encourages frequent use of the communication board in a multitude of contexts.
Proficient
3 PointsEncourages and facilitates the use of the board to communicate during various classroom activities.
Developing
2 PointsShows some effort to encourage board use, but struggles with consistency or effectiveness.
Beginning
1 PointsProvides minimal encouragement or facilitation of board use during classroom activities.
Communication Log
Maintains a detailed log of instances where the board was used and the resulting communication.
Exemplary
4 PointsOffers exceptionally detailed log entries with insightful analysis, revealing the profound impacts on communication through advanced evaluation.
Proficient
3 PointsMaintains a detailed log of instances where the board was used and the resulting communication.
Developing
2 PointsMaintains an incomplete or superficial log of board use and resulting communication.
Beginning
1 PointsProvides minimal or no log of board use and resulting communication.
Custom Communication Board
Assesses the student's ability to design a customized communication board for a specific individual, focusing on interview quality, customized design, and design rationale.Interview Quality
Conducts a thorough interview to understand the individual's communication needs and preferences.
Exemplary
4 PointsThe interview is masterfully executed, demonstrating exceptional empathy and insight into the individual's communication needs and preferences, leading to profound understanding.
Proficient
3 PointsConducts a thorough interview to understand the individual's communication needs and preferences.
Developing
2 PointsConducts a basic interview, but may miss key communication needs or preferences.
Beginning
1 PointsConducts a superficial or incomplete interview, failing to adequately understand the individual's needs.
Customized Design
Designs a customized communication board that effectively addresses the individual's specific needs and preferences.
Exemplary
4 PointsThe customized board is masterfully designed, creatively and innovatively addressing the individual's unique needs and preferences with exceptional effectiveness.
Proficient
3 PointsDesigns a customized communication board that effectively addresses the individual's specific needs and preferences.
Developing
2 PointsDesigns a board that partially addresses the individual's needs, but may have limitations or omissions.
Beginning
1 PointsDesigns a board that inadequately addresses the individual's needs, with significant issues in customization.
Design Rationale
Provides a clear and well-reasoned rationale for the design choices made, justifying how they address the individual's needs.
Exemplary
4 PointsThe rationale is exceptionally clear, insightful, and well-reasoned, expertly justifying the design choices with profound understanding of the individual's needs and innovative solutions.
Proficient
3 PointsProvides a clear and well-reasoned rationale for the design choices made, justifying how they address the individual's needs.
Developing
2 PointsProvides a basic rationale for the design choices, but may lack clarity or justification.
Beginning
1 PointsProvides a weak or unclear rationale for the design choices, failing to justify their relevance to the individual's needs.
Assessing Effectiveness
Assesses the student's ability to conduct a mini-research project, focusing on research question development, data collection and analysis, and report writing.Research Question
Develops a focused and relevant research question related to the impact of augmentative communication boards.
Exemplary
4 PointsThe research question is exceptionally focused, innovative, and relevant, demonstrating advanced insight into the complexities of augmentative communication boards.
Proficient
3 PointsDevelops a focused and relevant research question related to the impact of augmentative communication boards.
Developing
2 PointsDevelops a broad or somewhat relevant research question, but may lack focus or clarity.
Beginning
1 PointsDevelops a vague or irrelevant research question that does not address the impact of communication boards.
Data Analysis
Collects and analyzes data effectively to determine the impact of using augmentative communication boards.
Exemplary
4 PointsData collection and analysis are conducted with exceptional rigor, employing advanced methods to reveal profound insights into the impact of augmentative communication boards.
Proficient
3 PointsCollects and analyzes data effectively to determine the impact of using augmentative communication boards.
Developing
2 PointsCollects and analyzes some data, but may have limitations in scope or methodology.
Beginning
1 PointsCollects minimal or insufficient data, with limited or flawed analysis.
Research Report
Writes a clear and concise research report summarizing the findings and conclusions of the mini-research project.
Exemplary
4 PointsThe research report is exceptionally clear, concise, and insightful, presenting findings and conclusions with advanced analytical skill and comprehensive understanding.
Proficient
3 PointsWrites a clear and concise research report summarizing the findings and conclusions of the mini-research project.
Developing
2 PointsWrites a report that is somewhat unclear or incomplete, with some issues in summarizing findings.
Beginning
1 PointsWrites a report that is vague, disorganized, or lacking in essential information.