Allows you to build stories – gives options for clicking and organizes images with the words on a page. Simple story and simple story with highlighting – reads the story aloud to students.ĬCK.1 Compose and create various visual, multimedia, oral, and written texts that explore and present thoughts, ideas, and experiences.
Books and symbol-supported literacy activities for beginning and pre-readers.ĬRK.4 Comprehend, retell, and respond to basic ideas in stories, poems, songs, and informational texts read to them. Could upload photos from your students everyday life and have them correspond with text so students would be prompted to understand the basic message of the image.ĬRK.3 Listen, comprehend, and respond to gain meaning in oral texts. Worksheets and flash cards for English Language Learners.ĬRK.2 View and interpret the basic message of visuals and objects in a variety of texts including models, photographs, dramas, dance creations, and videos. The bold text is a suggestion for how you could use Boardmaker to support the outcome.ĬRK.1 Comprehend and respond to a variety of visual, oral, print, and multimedia texts that address identity (e.g., exploring interests), community (e.g., belonging), and social responsibility (e.g., contributing). The text in normal font is the outcome that I have taken directly from the Saskatchewan curriculum. To provide an example, I have chosen to illustrate how Boardmaker can correspond with the Kindergarten curriculum.
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You can create and customize activities to your students using Boardmaker, but Boardmaker also has great online community ( Boardmaker Share) to share, download hundreds of activities created by other educators around globe.
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Within your classroom, the teacher can assign variety of activities to students to work on a computer with this software downloaded.
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Educating children and youth with autism: Strategies for effective practice (2 nd Ed.) Austin TX: Pro-ed.īoardmaker with Speaking Dynamically Pro is designed to help students with speech and/or language disabilities and transform any computer into a speech output device and powerful learning tool for students. *keep in mind that strengths and areas of support change for each person* – strengths such as music, math, calendars, categorizing Students with ASD benefit from: early intervention, visual schedules, routines, social stories, literal instructions, repetition, self-stiming, anxiety assistance, continuous prompts, rewards, advocacy, patience, inclusion, individual programming at times, community supports, social outings, qualified professionals, research-based strategies, and high expectations (Simpson and Myles, 2008, p. The best way to look at it is as a different way of perceiving the world take it person by person! It is important to note that “if you know one person with autism, you know ONE person with autism” (Simpson and Myles, 2008, p. In the meantime, we know that students with ASD benefit from “best practices that feature increased structure, increased adult directiveness, increased number of educational hours, and precise teaching methods in combination with a specific and carefully tailored curriculum” (Simpson and Myles, 2008, p. The causes are still unknown and it is still being researched. The ratio of boys to girls is “3:1 or 5:1” respectively (Simpson and Myles, 2008, p. ASD “occurs in approximately 1 out of every 166 births” (Simpson and Myles, 2008, p. Sensory issues and repetitive behaviors are also main components. Autism is a “neurological disorder that features challenges in communication, socialization, and behavior and imagination” (Simpson and Myles, 2008, p.
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