| 4:20-4:30 |
Quick questions and quandaries. Announcements:
Papers are due at the start of class tomorrow.
Papers can be completed individually, in pairs,
or small group.
There is a brief summary on Monday.
Don’t take the weekend off – make sure you
work on the final draft of your progressive essay.
|
| 4:30-4:50 |
Small group activity:
-
Looking at goal-setting
practices from the Communication Supports Checklist (see handout), rate
your current school teams (each member within each group). Overall,
what is needed to further support your students with intensive communication
needs in these areas?
|
| 4:50-5:10 |
Report out |
| 5:10-5:20 |
Quick write: What intervention strategies
could you use to support a communicator to transition between an iconic
level to a symbolic level or, if it is more clear, from concrete symbolic
to abstract symbolic? |
| 5:10-6:15 |
Interactive presentation: Intervention,
cont. |
| 6:15-6:20 |
Minute paper:
-
What was the most important concept you learned
in class today?
-
What was the muddiest part of the class?
|
| 1) |
How do the sub-categories of individuals
with "nonverbal communication" discussed in this reading compare with the
main topics from the course text? |
| 2) |
How do the concepts of 'perlocutionary'
and 'illocutionary' (p. 69) compare with other concepts we've been studying
in intentional communication? |
| 3) |
What are some experiences you've had with
behavior in individuals with disabilities which might seem to have been
related to difficulties in communication? |
| 4) |
How do the assumptions underlying intervention
approaches, starting on page 71, fit in with the other definitions and
assumptions underlying communication that we've studies so far? |
| 5) |
Would you say that that the intervention
method described fits within the milieu framework? If so, why? If not,
why not? |
| 6) |
Now that you've read this article:
-
what are some new terms for you from this
chapter?
-
what seem to be some important concepts in
this reading?
-
what new questions do you have?
|