Expert in Alternative/Augmentative Communication Systems. Practical Applications for Children with Special Educational Needs

Aula_SMART Course

Expert in Alternative/Augmentative Communication Systems. Practical Applications for Children with Special Educational Needs

Name: Expert in Alternative/Augmentative Communication Systems. Practical Applications for Children with Special Educational Needs
Brand: Aula_SMART
Availability: InStock

Expert Course in Alternative and Augmentative Communication Systems (SAAC) of 200 hours for teachers and educational professionals. Learn practical applications of SPC, Bliss, PECS, Spanish Sign Language, Braille, Complemented Word and communication techniques for students with special educational needs.

€0,00

Free registration for the teacher and 100% subsidized through Fundae for private and subsidized centers, as long as you are in the General Social Security Regime, RD 694/2017, of July 3. (Sign up through your center)

Course included in the Learn_TIC Aid Program. Each teacher who completes at least 100 hours of training from the catalog of courses assigned to the program will receive a donation of a laptop, iPad, Chromebook or other ICT equipment. (Valid for all teachers in private, subsidized and public centers)

Qualification: Aula_SMART
Duration: 70 hours
Modality: Online
Location: Campus AULA_Interactiva
Cost: No cost for the Center or the Teacher. RD 694/2017, of July 3
FUNDAE: 100% rebateable

FA_S Donation: Laptop, iPad, Chromebook or ICT equipment every 100 hours of training

(*) No cost to the center or the teacher according to RD 694/2017, of July 3.
(**) For students who are not going to take the course through their center

Expert in Alternative/Augmentative Communication Systems. Practical Applications for Children with Special Educational Needs

Goals

The Expert course in Alternative/Augmentative Communication Systems. Practical Applications for Children with Special Educational Needs, lasting 200 hours, aims to provide teachers and other professionals in the educational field with the knowledge and resources necessary to understand, select and apply different Alternative and Augmentative Communication Systems (SAAC), promoting communication, participation, learning and autonomy of students who have specific communication needs.

Throughout the training, the participant will learn different communication systems and strategies, from pictographic systems to Spanish Sign Language, Braille or Complemented Word, learning to value their characteristics and application possibilities depending on the needs of each student.

At the end of the course, the participant will be prepared to:

- Understand the fundamental concepts related to language, communication and the communicative needs of people with disabilities.
- Identify the main communication difficulties and needs associated with different types of physical, sensory and intellectual disabilities, as well as autism spectrum disorders and other special educational needs.
- Recognize the personal and contextual factors that can facilitate or hinder communication processes.
- Understand what Alternative and Augmentative Communication Systems (SAAC) are and know their main areas of application.
- Differentiate communication systems with and without external help, assessing their characteristics and possibilities.
- Know the characteristics and practical applications of the Pictographic Communication System (SPC).
- Identify the necessary requirements to implement the SPC and apply basic strategies to promote its learning and use.
- Know the fundamentals, symbols, categories, syntax and communication possibilities of the Bliss System.
- Understand the operation of the Image Exchange Communication System (PECS) and know its different phases.
- Identify the general characteristics and basic structures of Spanish Sign Language (SSL).
- Know the basic principles of fingerprinting and the different fingerprinting systems.
- Understand the educational possibilities of the bimodal system as support for communication.
- Know the fundamentals and applications of the Complemented Word, especially in relation to language development and reading learning.
- Understand the structure and operation of the Braille system, as well as the requirements and prior skills necessary for its learning.
- Design and use anticipation, spatial organization and temporal organization strategies adapted to students with special educational needs.
- Use agendas, schedules, visual sequences and other supports that facilitate understanding of the environment and the development of daily activities.
- Promote the autonomy of students in areas such as food, clothing, hygiene, travel and work habits.
- Understand the concept and phases of challenging behaviors and their possible consequences.
- Know the principles of Positive Behavioral Support and apply educational strategies aimed at prevention and behavior modification.
- Identify prevention strategies and basic action protocols in crisis situations.
- Develop an educational intervention based on good practices, respect, inclusion and professional deontological principles.

Expert in Alternative/Augmentative Communication Systems. Practical Applications for Children with Special Educational Needs

What prepares you

This course prepares you to understand the communication needs of students with special educational needs and select strategies, resources and Alternative and Augmentative Communication Systems suitable for different profiles and situations.

Through extensive and practical training, you will learn to recognize when a student may need specific support to communicate and you will learn about different alternatives that can complement or replace oral language temporarily or permanently.

It will allow you to become familiar with systems such as SPC, Bliss and PECS, understanding their characteristics, requirements and main application strategies. In this way, you will be able to assess which resources may be most appropriate based on the abilities, needs and communicative characteristics of each student.

You will also acquire fundamental knowledge about Spanish Sign Language (SSL), sign language, bimodal communication, Complemented Word and Braille system, expanding your resources to respond to the needs of students with different sensory, physical, intellectual or developmental disabilities.

The training also prepares you to incorporate different visual supports and structuring strategies into the educational environment, using agendas, schedules, sequences and anticipation systems that help students understand what is going to happen, organize their activities and participate with greater autonomy.

Likewise, you will learn to recognize and address challenging behaviors from a preventive and educational perspective, approaching the principles of Positive Behavioral Support and intervention strategies that prioritize the well-being, communication and participation of the person.

In short, this course expands your skills to create more accessible educational environments from a communicative point of view, ensuring that each student has opportunities and tools to express themselves, understand, relate, learn and participate.

Expert in Alternative/Augmentative Communication Systems. Practical Applications for Children with Special Educational Needs

Who is it addressed

This course is especially aimed at teachers and professionals in the educational and socio-educational field who want to expand their knowledge about augmentative and alternative communication and acquire tools to adequately care for children and young people with special educational needs.

It is especially interesting for:

- Early Childhood, Primary and Secondary Education Teachers.
- Faculty specialized in Therapeutic Pedagogy (PT).
- Teachers specializing in Hearing and Language (AL).
- Professionals who work with students with special educational needs (SEN).
- Educators and educational support professionals.
- Social integration technicians.
- Monitors and professionals caring for people with disabilities.
- Professionals who work in educational centers, special education centers, associations and socio-educational entities.
- People interested in expanding their training in inclusive education, attention to diversity and augmentative and alternative communication.

It is especially useful training for those who work or wish to work with students who have significant difficulties in oral communication and need alternative systems, supports or strategies to communicate and participate in their environment.

Expert in Alternative/Augmentative Communication Systems. Practical Applications for Children with Special Educational Needs

Methodology

Expert in Alternative/Augmentative Communication Systems. Practical Applications for Children with Special Educational Needs

Syllabus

Download the agenda in .pdf format

Topic 1

Autism spectrum disorder (ASD)
 Characterization of Autism Spectrum Disorder (ASD).
 Concept of autism spectrum.
 Historical evolution of terminology.
 Epidemiology.
 Tools for evaluation and detection of ASD.
 Behavioral and cognitive specifications of people with ASD.
 Communication.
 Social skills.
 Imagination, activities and interests.
 Other psychological characteristics.
 Strengths.
 Analysis of ASD evolutionary development.
 Alteration versus delay in development.
 First warning signs.
 Differences in the communicative, social and game spheres.
 Typification of the needs of people with ASD throughout their lives.
 First years of life.
 Childhood and primary care.
 Support in the educational field.
 Adolescence.
 Transition to adult life.
 Adult life.
 Aging.

Topic 2

Basic principles of intervention with people with ASD
 Typification of the general principles of intervention.
 Structuring: learning without error, task planning and problem solving in natural environments, among others.
 Individualization: need to know the person, promotion of self-determination and adaptation to chronological age.
 Activity: promotion of activity and active learning.
 Inclusion in the environment.
 Decalogue of the Specialized Professional in ASD.
 Characterization of the methodology for supporting people with ASD.
 Spatio-temporal structuring: routines and visual cues.
 Active support and individual person-centered plans.
 ICT in the learning of people with ASD.
 Augmentative communication systems.
 Good practices in TEA.

Topic 3

Educational-training environments for people with ASD
 Identification of educational resources.
 Academic skills.
 Teaching team and tutor of the person with ASD.
 Contents adapted by the teaching staff.
 Adaptations of the physical and temporal environment in the different educational spaces.
 Schedules.
 Spaces.
 Agenda.
 Educational routines.
 Transportation or transfer from home to the educational center.
 Use of ICT.
 Differentiation of social and emotional strategies in a social environment for the person with ASD.
 Social stories and visual supports that help them understand the educational social framework.
 Peer/teacher support.
 Routines and social norms of the educational environment.
 Self-control routines for possible moments of emotional imbalance.
 Monitoring of possible cases of bullying.

Topic 4

Self-regulation in people with ASD
 Differentiation of intervention phases to help people control behaviors related to mental inflexibility.
 Planning of actions: structuring of the environment and visual cues.
 Flexibility: unexpected events, decision making and negotiation.
 Independence: predictability and consistency of the environment, organization of work and the learning environment.
 Application of self-control techniques.
 Relaxation.
 Self-instructions.
 Massages.
 Breathing.
 Other techniques.

Topic 5

Sistema PECS
• Introducción al sistema de comunicación por intercambio de imágenes (PECS).
• Evaluación inicial del usuario para la implantación del sistema PECS.
• Fases del sistema PECS.
• Ventajas y desventajas del sistema.

Topic 6

Lengua de Signos Española (LSE)
• Concepto y destinatarios de la LSE.
• Características generales de la LSE.
• Propiedades del lenguaje humano.
• Comparativa entre la lengua oral y la lengua de signos.
• La cultura sorda.
• Modos de comunicación de la comunidad sorda.
• Ventajas e inconvenientes de la LSE.
• Estructuras gramaticales de la Lengua de Signos Española (LSE).
• Niveles lingüísticos de la Lengua de Signos Española (LSE).
• Tipos de signos.
• Gramática de la LSE.
• Dactilología.
• Sistema dactilológico visual o en el aire.
• Sistema dactilológico visual-táctil.
• Sistema dactilológico táctil o en palma.
• Sistema bimodal.

Topic 7

Palabra complementada
• Origen y definición de la Palabra Complementada.
• Características generales de la Palabra Complementada.
• Los complementos manuales.
• Usuarios de la Palabra Complementada.
• Inconvenientes y ventajas de la Palabra Complementada.
• La Palabra Complementada y el aprendizaje lector.
• Nivel lector de los niños sordos.
• Papel de la Palabra Complementada en el desarrollo lector.

Topic 8

Sistema Braille
• Historia del sistema Braille.
• Estructura del sistema Braille.
• Características generales en el aprendizaje del sistema Braille.
• Estilo de aprendizaje.
• Sistema sensoperceptivo.
• Requisitos básicos en el aprendizaje del sistema Braille.
• Requisitos del alumnado.
• Destrezas previas.
• Actividades generales.
• Actividades específicas.
• Escritura del sistema Braille.
• Necesidad del Braille.
• Inconvenientes del sistema.

Topic 9

Técnicas de comunicación del ACNEE
• Métodos de anticipación.
• Organización espacial.
• Organización temporal.
• Actividades.
• Tipos de agendas para ACNEE.
• Tipos de horarios para ACNEE.
• Horario semanal.
• Horario de actividad central del día.
• El horario de trabajo.
• Cumplimiento de actividades de los ACNEE.
• Normas básicas de trato.
• Guía de pasos.
• Alimentación.
• Vestido.
• Aseo.
• Orientación y desplazamientos.
• Hábitos de trabajo.

Topic 10

Conductas desafiantes de la persona con discapacidad en entornos laborales
• Conductas desafiantes: concepto, fases de desarrollo y consecuencias.
• El apoyo conductual positivo.
• Definición, características y principios.
• Proceso de instauración.
• Estrategias de intervención.
• Seguimiento del proceso.
• Prevención y protocolos de actuación en situaciones de crisis.
• Guías de buenas prácticas de actuación.
• Deontología profesional.

Topic 11

SOCIAL RISK GROUPS IN CHILDHOOD.

Expert in Alternative/Augmentative Communication Systems. Practical Applications for Children with Special Educational Needs

Do you have any questions about this course?

You can send us your consultation by filling out this form or in the following ways:

- Through the phone (+34) 951 411 800
- Through email

comunicacion@fundacionaulasmart.org

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You can also send us your consultation in the following ways:

- Through the phone (+34) 951 411 800
- Through email

comunicacion@fundacionaulasmart.org

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