Victoria Australia Student Explained for Students (Easy Guide)
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This question relates to victoria australia student and requires a structured academic response.
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This topic involves victoria australia student. A strong answer should include explanation, application, and examples.
Original Question
in Victoria, Australia 6. 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? 7. 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?) 10. Explain how LAM (Language Activity Monitoring) assists staff to monitor the success of communication strategies and so they can make any changes as required. 12. 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. 13. 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? 14. Research an AAC assessment tool and briefly describe the purpose and process of the tool. 15. Select one professional and explain their role in the development, implementation or maintenance of AAC strategies and devices.
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