EDU6311 Assignment One Formal Essay INFORMATION

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Assignment 1: Formal Essay - Creating a communication accessible environment

People with complex communication needs are often expected to do an unfair amount of work to be able to say "what they want to say, when they want to say it and to who they want to say it to". To create environments that enhance communication accessibility, parents, family members, friends, teachers and other communication practitioners must reflect on the key goals of AAC and strategise around critical communication support techniques.

This academic essay provides you with the opportunity to demonstrate your understanding of how to create a communication accessible environment for an individual with complex communication needs that you know or are currently working with.

Value:(40%)

Group or individual:Individual

Word limit:2500 words(+/- 10%)

Unit Learning Outcomes Assessed:

• Evaluate the impact of culture societal attitudes, beliefs and expectations on the education of individuals from varying indigenous and cultural backgrounds.


• Provide solutions that address barriers or supports to the success of AAC interventions on the lives of individuals with complex communication needs.


• Transmit knowledge, skills and ideas to select and apply methods to the teaching and learning of AAC strategies.


• Solve complex problems with theoretical concepts, methods and models of AAC intervention to enhance participation and inclusion.

Feedback:Feedback will be available via Canvas > Grades.

It is the endeavour of all unit coordinators to return assignments to students within a two-week timeframe from the due date. However, the assignment and moderation process in units where there is more than one tutor may require an extension of this time. Unit coordinators will advise students when this is the case.

It is the responsibility of each student to keep an electronic copy of their assignment and, as proof of submission, their Turnitin receipt.

Instructions

Using the profile of a specific individual (or group of people) with complex communication needs within your discussions,respond tooneof the quotes below:

1. Many beginning communicators experience isolated, non interactive environments; engage primarily in boring, nonpreferred tasks; and are forced to adhere to rigidly structured schedules over which they have no control or choice on a daily basisthe appropriate response in such situations is to focus on changing the environment or the sequence of events, not the person (Beukelman & Mirenda, 2013, p. 227).


2. Of course, there is no guarantee that just because students with CCN are enrolled in general education classrooms, they will be included in the educational and social milieu of the school in ways that promote communicationit may be necessary to engineer the school environments and support teachers and paraprofessionals to create explicit opportunities for communication (Beukelman & Mirenda, 2013, p. 234).


3. There is simply no doubt about it: The availability of genuine and motivating communication opportunities in inclusive settings is at least as important to the success of a communication intervention as is the availability of an appropriate access system (Beukelman & Mirenda, 2013, p. 238-239).

In responding to these statements - ensure you discuss these factors:

• Why creating communication accessible environments is important;
  How this might be done, and
  What strategies could be put in place to create opportunities which support communication access for all.

Essay focus

You may choose to focus your response on a real, known person - or group of people - with CCN with whom you have previously worked or currently do work. Alternatively, you may choose an authentic case-study profile of an individual (or group of people with CCN) with whom you could potentially one day work. Case studies are available on request from the course tutor (but can also be found within the course recommended readings and viewing) and could include for example pre-schoolers in an early intervention group; a child with Cerebral Palsy attending the local primary school; Autistic teenagers who have Down Syndrome attending an education support facility; a young adult with Angelman Syndrome attending a TAFE class; an adult with an acquired brain injury accessing recreation activities at a local community/sports centre. It is recommended that in order to make your discussion as authentic as possible you consider a known person with CCN before seeking out a case study.

Potential students profiles from NCCD (National Consistent Collection of Data on Students with Disability):

https://www.nccd.edu.au/case-studies/james-extensive-cognitiveLinks to an external site.

https://www.nccd.edu.au/case-studies/tristan-extensive-cognitiveLinks to an external site.

https://www.nccd.edu.au/case-studies/william-extensive-cognitiveLinks to an external site.

https://www.nccd.edu.au/case-studies/jane-extensive-physicalLinks to an external site.

https://www.nccd.edu.au/case-studies/zac-extensive-physicalLinks to an external site.

https://www.nccd.edu.au/case-studies/bobby-extensive-cognitiveLinks to an external site.

Essay instructions

Within this formal written assignment, you should ensure you address the following:

• Discuss the impact of CCN on the person or group of peoples life/lives (and relate this to the literature that reports what people with CCN themselves describe as the impacts of their communication disability).


• Describe the aims of AAC intervention for that person or group of people, in the context of developing communication accessible environments, connecting to the broader aims of AAC that are reported in the AAC literature.


• Identify the factors (including common AAC myths) that may serve either as barriers or supports to the success of AAC intervention for that person or group of people (including the skills, attitudes, beliefs and expectation of communication partners) in the context of developing communication accessible environments.


• Describe the need for the person or group of people with CCN on whom you are focusing to have skilled communication partners.


• Describe features of positive communication environments.


• Provide specific examples of ways positive communication environments may be created for the person or people with CCN on whom you are focusing your discussion.


• Describe key aided language stimulation techniques (positive communication environments, modelling, observing and responding, scaffolding and expanding) which would support the teaching and learning of AAC
  strategies for the individual or group of people with CCN on whom you are focusing your discussion.


• Show critical awareness of the strengths and limitations of varied AAC tools in relation to the the learning of AAC strategies, participation in education, development of relationships and inclusion in their communities for the person or people with CCN on whom you are focusing your discussion.


• Make connections in your discussion to relevant research and literature.