Differentiated Learning Styles and AAC
By Feit, Suzanne; Allen, Jerolyn; Odom, Jane; Closing the Gap, Vol. 30, No. 2, pp. 6-10Publication Date: June/July 2011
Article outlines four basic learning styles and their implications for teaching children with language delays who are learning to use an augmentative and alternative communication (AAC) system. (1) Visual learners, who draw and doodle, want to look at pictures accompanying text, and need to make eye contact to listen well, benefit from visual teaching strategies including the use of interactive white boards, the charting of steps, and the use of photographs and videos. Books in PDF format, such as those from Early Literacy Skills Builders and Unique Learning System, can be accessed with the child’s AAC device. (2) Auditory learners, who like to listen to audiotapes and follow verbal directions well, are helped by auditory teaching strategies including chanting, lectures, and songs on the computer. (3) For tactile learners, who touch objects, fiddle with items, and prefer working with manipulatives, teaching strategies recommended include putting puff paint on a worksheet and using alternative keyboards, Velcro boards or Wikki Stix. Also suggested is the use of textured cards and Braille support with auditory feedback, such as the SuperHawk Plus. An AAC system which teaches through motor patterns is also recommended. (4) Kinesthetic learners process knowledge through physical sensations and are usually highly active and not able to sit still long. Teaching strategies recommended for these learners encourage students to move. Activities geared toward this learning profile include human song boards, props, and manipulative movement seen in smart notebook activities or interactive Internet programs.
Assistive Products Discussed: WIKKI STIX
SUPERHAWK PLUS
Published by: Closing the Gap, Inc. (Website:http://www.closingthegap.com)
