| 4:20-4:30 |
Quick questions and quandaries. Announcements:
-
Reading questions for Johnson et al., 1996
are due now. If you did not have a chance to do this small assignment,
you might consider the extra credit assignment.
-
Don't forget that there are reading questions
or an article summary due for the next three class sessions.
-
The first major assignment is due a week from
tomorrow. Please make sure that you read the assignment description and
grading criteria AHEAD of time. The summaries/reading questions will help
you complete the key concepts paper.
|
| 4:30-4:45 |
Small group activity:
-
Divide into four groups. Each group will deconstruct
one or more of the assumptions provided in the Johnson, et al, 1996,
reading (group 1 will take assumption 1; group 2, assumptions 2 & 3;
group 4, assumptions 4 & 5; group 4, assumptions 6 & 7).
-
Discuss how these assumptions might differ
from common perspectives about the communication needs and abilities of
individuals with severe disabilities, especially in many segregated school
classrooms and programs.
|
| 4:45-5:10 |
Report out |
| 5:10-5:20 |
Quick write: "Based on your understanding
of the readings, how do 'communication' and 'language' seem to be different
concepts?" |
| 5:20-6:15 |
Interactive presentation: defining, comparing,
and contrasting 'language' and 'communication' |
| 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) |
Why do you think the authors place such
an importance on the message receiver? |
| 2) |
How would the adoption of these assumptions
change how we go about deciding what strategies to select for enhancing
communication? |
| 3) |
What do these assumptions say about
considering communication in a culturally diverse region, such as New Mexico? |
| 4) |
What experiences have you had with
individuals with a communication system (other than oral language) that
appears to either take into consider the factors mentioned or violate some
of them? |
| 5) |
How does the definition of communication
implicit in this article compare with that from yesterday's reading (the
National Joint Committee for the Communicative Needs for Persons with Severe
Disabilities, 1992 -- definition quoted in handout above). |
| 6) |
Now that you've read this chapter:
-
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?
|
| 1) |
This definition says that "language is
a complex and dynamic system of conventional symbols"? What do you think
that means? |
| 2) |
Why is it important to consider historical,
social and cultural contexts when assessing someone’s language abilities? |
| 3) |
This definition lists five parameters
of language. Define each of them, using your other readings. |
| 4) |
4) Pragmatics is often a difficult area
for students with intensive communication needs. What types of supports
could we provide for students to help them in this area? |
| 5) |
What do you think the authors of the definition
mean by "the interaction of biological, cognitive, psychosocial, and environmental
factors? |
| 6) |
For students with severe disabilities,
give an example of how motivation could affect communication |
| 7) |
Now that you've read this article:
-
what are some new terms for you from this
article?
-
what seem to be some important concepts in
this reading?
-
what new questions do you have?
|