INCORPORATE COMMUNICATION INTO DAILY ROUTINES

Incorporate opportunities for communication into daily routines such as morning meetings, transitions, and free play. Encourage students to use their communication skills to ask for help, make requests, and engage in social interactions. Also, find ways to incorporate the use of AAC (augmentative and alternative communication)

Augmentative and Alternative Communication (AAC) refers to a set of methods, tools, and strategies that are used to support individuals who struggle with spoken or written communication. These individuals may have developmental disabilities, physical impairments, or acquired conditions, such as stroke or traumatic brain injury, that affect their ability to communicate effectively. AAC may involve the use of electronic devices such as speechgenerating devices, communication apps, or computer-based systems, as well as low-tech tools such as, picture boards, sign language, or communication books. The goal of AAC is to provide individuals with alternative ways of expressing themselves and participating in social interactions, thereby improving their overall quality of life.

CHOOSE INTERACTIVE AND ENGAGING GAMES

Select games and activities that encourage interaction and communication, such as turn-taking games, board games, and cooperative games. Games that require teamwork and cooperation can help students develop social skills and communication skills, while having fun, like: Candyland, Bingo, and Guess Who.

Incorporate visual supports such as picture cards or visual schedules to help students with disabilities understand the rules and expectations of the game. This could be helpful for initiating taking turns during a game, or when working together to create something like a tower of blocks or a collaborative art project. Visual supports can also help students communicate more effectively by providing a means to express themselves visually.

ENCOURAGE COMMUNICATION DURING PLAY

During playtime, teachers and support staff should encourage students to communicate with one another. This can be done by using things in dramatic play such: as puppets, play food, or action figures or dolls.

Ask open-ended questions, model communication skills, and provide prompts to encourage students to initiate communication. Teachers should also provide positive reinforcement and praise to students who engage in communication during playtime.

Provide positive feedback: Providing positive feedback can be a powerful tool for supporting speech and communication. When a student attempts to use communication skills or uses their communication skills effectively, praise them for their efforts. Positive reinforcement can help to build confidence and encourage students to continue practicing their communication skills.

MODEL GOOD COMMUNICATION SKILLS

As a teacher, modeling good communication skills is an important part of supporting students with their speech and language. Speak clearly and slowly, use simple language, and provide visual supports when necessary. Encourage turn-taking and active listening during classroom discussions and activities.

In conclusion, supporting students with speech and language is an important part of being a special education teacher. By collaborating with speech and language therapists, using visual aids, incorporating communication into daily routines, providing positive feedback, and modeling good communication skills, we can help our students develop the skills they need to communicate effectively and succeed in the classroom and beyond. •

ABOUT THE AUTHOR:

Jenn Adams is a special education and elementary teacher living and work in Pennsylvania. She has taught in multiple classrooms, grade levels and settings including regular education, special education, and alternative education. She has taught grades Pre-K, 1st, and 5th12.Currently, Jenn works for a public cyber charter school teaching students in grades 5th through 8th in an autistic support virtual classroom. Jenn obtained her Bachelor's degree in elementary and early childhood education in 2007 from Millersville University. She also obtained her Master's degree in 2014 in special education from Saint Joseph's University. Jenn also added the credentials of becoming a registered behavior technician (RBt) working closely with students with autism and intellectual disabilities working with principles of Applied Behavior Analysis. Lastly, Jenn is currently pursuing her principal's certificate from California University of PA. In her 14 years in education she truly has found that building relationships is what needs to come first and loves learning new ways to reach her students. During her time not spent in the classroom Jenn conducts parent training with colleagues in the special education field and provides information through her blog, website, and social media channels all called Teach Love Autism. Jenn also works hard every day to find a work and life balance and believes that is the key to happiness in doing what you love.