Item Tommy Eight Question & Answer Guide (With Explanation)
Understanding this question requires applying core subject principles.
What This Question Is About
This question relates to item tommy eight and requires a structured academic response.
How to Approach This Question
Break the problem into smaller parts and analyze each logically.
Key Explanation
This topic involves item tommy eight. A strong answer should include explanation, application, and examples.
Original Question
Item 1 of 15 Tommy is eight years old and has difficulty speaking due to an interdental lisp. Suggest who might work in collaboration with teaching staff to identify Tommy’s communication ability and to develop effective communication strategies. Item 2 of 15 Why is documentation so important and why does it need to comply with organisational policy and procedures? Item 3 of 15 Why do staff need to consider duty of care when deciding whether or not to refer a student to professionals or other service providers who may be able to assist? Item 4 of 15 Research and describe some communication strategies that should be employed when working with people with the following communication disabilities: a) Autism b) Hearing impairment Item 5 of 15 Scenario: Gena is in year 5 and has a minor hearing impairment. In previous years she has been seated at the front of the class to assist her hear the teacher clearly. Her assessment results show that she is achieving below the class average. She has tried using an fm receiver but she did not like it, you suspect because other students bullied her about it. What communication strategies might be used to better assist this student? Item 6 of 15 If a student has a physical disability that makes it difficult for them to communicate with speech, and their fine-motor skills are poor, how might computer equipment be adjusted to address the individual’s needs and preferences? Item 7 of 15 Madeline is in Year 1 and has autism spectrum disorder characterised by delayed speech development and sensitivities to loud noises and bright lights. She will provide one-word responses to the teacher but is reluctant to speak in social situations and rarely interacts with others. She does not use body language or eye contact when communicating. She responds well to pictures, symbols and visual cues. What communication strategies might be used to assist with communicating with Madeline? How might you organise the classroom environment to optimise Madeline’s comfort and communication opportunities? If Madeline was having difficulty using a picture chart to communicate, what could be done to assist her better grasp its use. Briefly describe the timing of your feedback to Madeline when using the device and to the teacher afterwards (Immediate? Leave it a few weeks? What is the best approach do you think?) Item 8 of 15 How might a school ensure the consistent application of strategies in an IEP? Item 9 of 15 What training might be required when implementing an AAC device and why might contact with other AAC users or support persons be encouraged? List some ways monitoring and review can be undertaken. Item 10 of 15 Explain how LAM (Language Activity Monitoring) assists staff to monitor the success of communication strategies and so they can make any changes as required. Item 11 of 15 Describe how records should be maintained and stored. Why is this necessary? Item 12 of 15 1. Consider the communication barriers listed below. For each identify a strategy to reduce the impact of the barrier to communication: a) Cultural backgrounds b) AAC does not have the necessary vocabulary c) The student does not feel comfortable using the AAC device the speech pathologist recommended d) A child, who is usually happy to use their AAC device, refuses to use it one morning at school and seems generally angry and defiant. 2. Discuss for one or more of the scenarios above a situation where you need to work with another relevant person to help overcome the barrier. Item 13 of 15 Provide examples of when you would expand the vocabulary of a student’s AAC device. If strategies and/or devices are found to be less than effective, what might staff do to ensure the device or strategy is effective for the person? Item 14 of 15 Research an AAC assessment tool and briefly describe the purpose and process of the tool. Item 15 of 15 Select one professional and explain their role in the development, implementation or maintenance of AAC strategies and devices.
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