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Photo collage of TSBVI, happy students on a bus and our all-abilities playground.

Photo collage of TSBVI, happy students on a bus and our all-abilities playground.

Students learned to prepare food, take orders and make deliveries this summer.

TSBVI students singing and playing guitar during the TSBVI School of Rock.

Students learn the importance of knowing braille and reading often.

TSBVI has some of the best teachers in the world! In this photo, a teacher smiles with a student as they practice hand signing.


by Linda Hagood
© TSBVI 1997 - 386 pages Order # 59432CRP
Also available on disk - MAC or DOS (textfile-no forms) Order # 59432CRD

Order Form/Pricelist in /orderform.doc">Order Form/Pricelist in DOC

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Go to Table of Contents of this book

Teach your student how to communicate & learn how to communicate with your student who has little or no language or has beginning formal signed or spoken language. This resource guide offers a broader approach to teaching communication than is found in more traditional curricula.

  • A model for teaching communication
  • A process approach to assessment
  • Principles for selecting communication targets
  • Current approaches to teaching communication
  • Context selection for teaching communication
  • Sample activity routines
  • Strategies and problem solving
  • Why and how to use a standard tactual symbol system
  • Building quality interactions with children who are deafblind
  • Reproducible forms for assessment and evaluation, lesson plans/activity routines for diagnostic teaching

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Contents of Communication:A Guide for Teaching Students with Visual and Multiple Impairments

by Linda Hagood

Chapter 1: Introduction

  • Intended Users and Population
  • Philosophy
  • A Model for Teaching Communication
    • Table: Major Goal Areas for Communication Programming
  • Ways in Which a Visual Impairment Can Affect Communication in a Child with Severe Disabilities
  • Ways in Which Deafblindness Can Affect Development of Communication
  • Summary

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Chapter 2: Assessment

  • Current Approaches to Assessing Communication Skills
    • Norm-Referenced Testing
    • Activity Routine Discrepancy Analysis
    • Informal Assessments
    • Table: Nonstandardized Approaches to Assessing Communication Skills
  • The Process Approach to Assessment
    • Table: Process Approach Assessment Information
  • Sequence of Assessment
    • Table: Sequence of Assessment
    • Step One: Communication Screening Questionnaire
    • Step Two: Communication Sampling in Natural Contexts
    • Table: Communication Sampling
    • Step Three: Scripted Sampling
    • Step Four: Diagnostic Teaching
    • Step Five: Compiling the Information
    • Table: Compiling Assessment Information
  • Summary

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Chapter 3: Planning Instruction

  • Principles for Selecting Communication Targets
  • General Approaches to Teaching Communication
    • Van Dijk Methods
    • Calendars
    • Table: Examples of Communication Goals Taught Using Calendars
    • Table: Considerations in Developing a Concrete Calendar
    • Joint Action Routines
    • Hanen Techniques/Ecological Communication System
    • Unit Teaching/Thematic Instruction
    • Table: Sample Communication Objectives for a Unit on Water
    • Table: Sample Communication Activities for a Unit on Water
    • Incidental Teaching
    • Table: Examples of Incidental Teaching
    • Engineered Environments
  • Selecting the Best Method for Your Student
    • Table: Overview of Methods-93
  • Selecting Contexts for Teaching Communication
    • Teaching Communication as an Infused Objective
    • Teaching Communication as a Primary Objective
    • Using Routines as Contexts for Teaching Communication
    • Stages in the Development of Routines
  • Summary

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Chapter 4: Sample Activity Routines

  • Introduction
    • Table: Sample Lesson Plan/Activity Routine
  • Level 1 Activities
    • Characteristics of Routines
    • Foot Massage
    • Snack Making
    • Grocery Shopping
  • Level 2 Activities
    • Characteristics of Routines
    • Foot Massage
    • Snack Making
    • Grocery Shopping
  • Level 3 Activities
    • Characteristics of Routines
    • Snack Making
    • Grocery Shopping
  • Summary

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Chapter 5: Strategies and Problem Solving

  • Communicative Form: Transition to New Forms
    • Table: Communicative Forms
  • Communicative Form: Voice Output Devices
  • Social Interactive Skills
  • Communicative Functions: Intentionality
  • Communicative Functions: Choice-Making
  • Communicative Functions: Beyond Labeling and Requesting
  • Communicative Content: Topics
  • Communicative Content: Meaning Categories
  • Communicative Content: Echolalia
  • Summary

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  • A Standard Tactual Symbol System
    • Who Can Use Tactual Symbols?
    • Why Would a Student Use Tactual Symbols?
    • How the Symbols Have Been Used
    • Considerations in Developing a Tactual Symbol System
    • Summary
    • Readings and Resources
  • Conversations Without Language: Building Quality Interactions with Children who are Deafblind
    • What is Conversation for the Child with Limited Language Skills?
    • Why is Conversation Important for the Child with Limited Language?
    • Four Problems in Teaching Conversational Skills and Some Solutions
    • Summary
    • Readings and Resources
  • Reproducible Forms
    • Communication Screening Questionnaire
    • Communication Sample
    • Summary of Communication Sample
    • Assessment Script: Chocolate Milk
    • Assessment Script: Movement and Body Play
    • Assessment Script: Switch-Activated Toys
    • Infused Skills Assessment
    • Communication Assessment Report
    • Lesson Plan/Activity Routine
    • Planning for Topic Expansion
  • Sample Assessment 1
  • Sample Assessment 2
  • Sample Unit: Physical Knowledge
  • References