Assistive and instructional strategies for communication

Accessing Communication Boards and Devices

Students need proper positioning to access communication aids effectively. Devices like slant boards, lap trays, or adjustable desks may be used. Pointing tools such as head pointers, mouth sticks, or light beams support symbol selection. Access depends on students’ physical, sensory, and cognitive skills, with occupational therapists assisting setup.

Direct Select

Direct select involves students pointing or touching symbols directly. It’s the fastest and simplest method, preferred for those with fine and gross motor abilities. This system avoids intermediate steps, making it efficient for communication.

Scanning

Scanning is an indirect access method where students use switches to choose symbols. Types include automatic, inverse, step, and direct scanning, tailored to cognitive and physical abilities. Choices may be highlighted visually or auditorily, with patterns like linear or circular arrangements.

Encoding

Encoding uses codes to represent messages by combining letters, numbers, symbols, or colors. Systems like Morse code or abbreviation expansion (e.g., “EMD” = “I want McDonald’s”) allow faster communication. This requires consistent motor or cognitive control and is suited for students with reliable skillsets.

Vocabulary Selection

Vocabulary for physical and health needs depends on the student’s cognitive and physical abilities. Selection should be individualized rather than from standard lists, making communication more efficient. Words should help students express needs or instruct others in procedures, using a structured step-by-step process.

Vocabulary to Express Health and Physical Needs

This includes both general words (“hurt,” “sick”) and more specific terms (“headache,” “nausea”). Tools like pain gauges or body charts help students indicate severity and location of pain. Additional vocabulary supports problem-solving actions such as requesting medication or calling a parent.

Vocabulary for Performing Health Care Procedures

Students with physical disabilities may not perform tasks themselves but can direct others. Vocabulary should include names of supplies, steps of procedures, and instructions. This gives students independence and control, even when relying on trained or less-trained personnel for assistance.

Instructional Strategies for AAC (Augmentative and Alternative Communication)

Students requiring AAC must be systematically taught to use it in daily routines. Communication opportunities should be frequent and embedded in activities like snack time or requesting mobility. Consistent responses to all attempts are essential, ensuring students learn to use devices effectively across varied settings.

Instructional strategies handout

Antecedent Prompts

Antecedents are cues or instructions used to initiate behavior. When natural cues aren’t enough, teachers use prompts to guide correct responses. Prompts should highlight natural cues, be as minimal as possible, and be faded quickly to avoid dependence. Overuse or strong prompts can hinder independence.

Expanded and Relevant Feature Prompts

Expanded prompts add extra details to natural cues (e.g., tracing dots to write a name), while relevant feature prompts highlight essential task features, often with color coding. These support correct responses but must gradually fade so the natural cues eventually stand alone.

Proximity Prompts

Proximity prompts involve altering the placement of materials to guide student responses. For example, placing the correct utensil closer during trials helps highlight it for selection. Over time, the distance between materials is reduced until they are presented equally, promoting independent, accurate choices.

Associative Prompts & Modeling

Associative prompts pair abstract concepts with concrete examples, like flashcards showing the word fork with a picture of a fork. Over time, prompts are faded to encourage independence. Modeling involves a teacher demonstrating a behavior for students to imitate (e.g., brushing teeth). For effectiveness, teachers must gain attention, provide clear demonstrations, and use simple cues.

Match-to-Sample & Self-Operated Prompts

Match-to-sample prompts provide an example item for students to follow, similar to modeling but object-based (e.g., showing a sample completed task). Self-operated picture or auditory prompts guide students through tasks, offering ongoing support, particularly for multistep activities or students with cognitive challenges.

Learning Strategies

Learning strategies focus on how students learn rather than specific content. They are especially useful for students with mild or no impairments. These strategies include describing, modeling, rehearsal, and practice. They often use mnemonics (e.g., ESP—Equipment, Steps, Problems) or rhythmic structures (songs, raps) to support memory, note-taking, health, and physical education.

Response Prompts

Prompts help students perform behaviors that are absent or incomplete. They guide motor responses, prevent errors, and reinforce correct performance. Five types include:

• Full physical prompt: teacher fully assists.

• Partial physical prompt: minimal assistance or direction.

• Model prompt: teacher demonstrates for imitation.

• Gesture prompt: teacher signals nonverbally.

• Verbal prompt: teacher gives spoken instructions.

Systematic Use of Response Prompts

Prompts should be used systematically, either as a single strategy (time delay) or multiple strategies (maximum prompts, least prompts, graduated guidance).

• Time delay: teacher gives an instruction, waits for student response, then prompts if needed.

• Maximum prompts: start with full assistance and fade gradually.

• Least prompts: begin with minimal help and increase if necessary.

System of Maximum Prompts

This method begins with the most assistance (e.g., full physical support), then systematically reduces help as the student gains independence. The teacher provides errorless practice, testing reduced levels of prompts until the student can perform independently. The goal is to fade teacher involvement while increasing student mastery.

Demonstration-guided practice-independent practice model

This model is often used with students with mild to no cognitive impairments. It involves three stages:

1. Demonstration – the teacher explains and models the skill.

2. Guided Practice – students practice with teacher support, prompts, and feedback.

3. Independent Practice – students perform skills independently, with minimal guidance but continued feedback when needed.


It gradually shifts responsibility from teacher to student, allowing skills to be learned, generalized, and practiced until mastery.

Three step process

Ecological inventory

An ecological inventory is a process teachers use to identify functional or specialized skills students need to participate in school, home, or community activities. It focuses on real-life tasks rather than isolated developmental milestones, taking a top-down approach to curriculum.

It involves a five-step sequence:

1. Listing current and future student environments.

2. Identifying relevant sub-environments.

3. Listing priority activities in each sub-environment.

4. Identifying skills needed for those activities.

5. Prioritizing activities/skills for the student’s Individualized Education Program (IEP).

Listing Current and Future Environments

Teachers identify a student’s present and future school, home, and community environments through interviews. These include classrooms, cafeterias, gyms, and community places like grocery stores, malls, and medical services.

Identifying Relevant Sub Environments

Sub environments are specific areas where different activities occur, such as kitchens, bathrooms, or grocery store sections. Recognizing these allows teachers to plan functional skills relevant to each unique setting.

Listing Priority Activities

Teachers identify functional activities in sub environments, like ordering food in restaurants or navigating grocery stores. Activities are broken down into steps, ensuring students learn essential participation skills within environments.

Identifying Priority Skills

For each activity, teachers identify necessary motor, communication, social, and academic skills. For example, tube feeding requires equipment preparation, giving formula, and cleaning tools—focusing on practical life skills development.

Discrepancy Analysis

Discrepancy analysis identifies gaps between what a student can currently do and what is required. It involves observing performance, noting errors, and determining skills needing direct teaching, adaptation, or alternative strategies. This structured process highlights exact instructional needs for skill mastery.

Performing a Task Analysis

Task analysis breaks activities into small, measurable steps to support learning. Teachers or peers may model each step while recording functional or motor actions. This method allows clear observation of 

student ability, highlighting specific skills to target for teaching or adaptation.

Observing and score performance

Teachers observe whether students can perform task steps independently, with verbal guidance, or with physical assistance. The goal is to assess understanding, motor ability, and independence. Teachers record results, noting full independence, partial assistance, or guided performance, ensuring accurate tracking of student capabilities for instructional planning.

Recording Student Errors and Doing a Performance Discrepancy

When errors occur, teachers record them, analyzing causes such as cognitive, physical, sensory, motivational, or communication issues. This process helps identify why a step wasn’t completed, guiding whether further instruction, adaptations, or alternate strategies are necessary for student success in performing required skills.

Providing Instruction, Adaptations, or Alternate Performance Strategies

Teams decide whether to reteach as modeled, adapt tasks, or develop alternative strategies. Adaptations should only be used if essential, and instruction should promote independence. When adaptations are ineffective, alternative strategies (e.g., technology or communication devices) may be introduced, ensuring students achieve the same functional outcomes despite impairments.

Strategies, Problems and Management

Instructional strategies

Students using positioning equipment are taught communication signals, schedules and movement preparation to reduce resistance. They may practice independent mobility, assist with adjustments and signal discomfort. Instruction encourages participation, relaxation, and safety checks. On leaving equipment, functional movements and skin inspections are emphasized to support independence and prevent complications.

Handling and positioning problems and emergencies

This section emphasizes safe handling and positioning of students. It highlights that positioning should never cause pain or be forced. Adults must watch for signs of distress, such as crying or grimacing and students should be taught to indicate discomfort. If pain arises, repositioning or removal from equipment is necessary. Regular checks for redness or injury should be performed, with reports and appropriate actions taken. Therapists should guide responses even if no visible injury is present.

Management issues for handling and positioning

IHPs (individualised health plan) and IEPs outline handling methods, equipment use and emergency precautions. They include therapy needs, risks, and objectives to support student safety, independence, and achievement of educational goals.

Tracking implementation

A student schedule organizes handling and positioning alongside academic activities, ensuring consistency. For example, during reading, a student might spend 20 minutes prone over a wedge to improve engagement. Data sheets track type, duration and goals of positioning to monitor progress, safety, and effectiveness. Documentation also helps evaluate how positioning aligns with educational goals, such as comprehension or motor skills, and ensures planned use of equipment. Regular data collection ensures students benefit functionally and educationally from positioning strategies, while maintaining accountability for both staff and student progress.

Students with visual impairments

The Nature and Degree of Visual Impairment 

Visual impairment involves significant vision loss in both eyes, not correctable with glasses. It varies in severity ranging from low vision to blindness and requires individual adjustments. Impairments may be congenital (present at birth) or adventitious (develop later). Each child learns differently, as vision may fluctuate with fatigue, glare, or lighting conditions. 

Meet Jewel and see how she navigates life with vision loss

Educational Implications of Vision Loss 

Vision loss affects concept development, communication, life skills, mobility, and academics. Learning often requires more time, and opportunities for self-image, independence, and community living are essential. Teachers should support students by promoting interpersonal skills, independence, and adaptive behaviours, ensuring equal access to intellectual and personal growth opportunities. 

Needs of Students with Visual Impairments 

Students with visual impairments need inclusion, social connections, experiential learning, and opportunities to participate fully in class. They benefit from goal-setting, safe environments, proper lighting, and assistive resources. Support from teachers and peers ensures they feel secure, can move independently, and access the curriculum effectively using appropriate technology. 

Students with Visual Impairments – Expectations 

Students with visual impairments should share equal rights and responsibilities as peers. Expectations include effective communication, independence, adaptability, and self-advocacy. They should develop good interpersonal and academic skills, use residual vision, and plan realistic career paths. Building self-image and using specialized technology helps them achieve success in school and life. 

Why awareness is so important when helping those who are blind!!!

Orientation and Mobility (O&M) 

O&M is the ability to move safely and independently, often taught by specialists. It includes adapting to routine changes, navigating school environments, and being aware of surroundings. The level of O&M training depends on the severity of vision loss, and individualized strategies ensure students manage school life with confidence and safety. 

 

Safety and Environment 

Students with visual impairments face unique challenges in navigating school spaces such as gyms, libraries, labs, or washrooms. Safety planning like fire drills, class transitions, and orientation to “comfort” areas is critical. Ensuring accessibility in all environments, including playgrounds, cafeterias, and bus stops, helps create a safe and supportive school experience. 

Planning

Planning for students with visual impairments involves individualized education plans (IEPs), advance provision of accessible materials (Braille, enlarged print, taped), and organized systems like buddy support. Early preparation of books and handouts is critical. The buddy system allows collaboration, peer support, and ensures equal participation across various classroom activities. 

Instruction 

Instruction should prioritize verbal explanations, as students with visual impairments miss visual cues. Teachers should “talk while teaching,” describe transitions, and announce instructions clearly. Real-life, hands-on examples strengthen learning connections. Additional one-on-one explanations may be required to reinforce concepts and ensure comprehension, promoting tactile, kinesthetic, and experiential learning opportunities. 

Assessment

Assessments for visually impaired students may require extended time, fewer questions, or alternative formats such as verbal responses or scribes. Clear outlines and focused study skills are essential. Teachers should skip unnecessary details, check spelling and vocabulary, and encourage handwriting, while incorporating technology to minimize frustration and fatigue in tasks. 

'Testing accessible products as a blind girl'

 

The Braille User 

Braille instruction is led by specialist teachers, not general classroom staff. Literacy development follows different pacing for Braille users. Tools like taped books and readers support learning. Assignments often emphasize quality over quantity, with Braillewriters used for written work. Teachers should recognize the additional time required for producing Braille materials.

Aids Your Student May Need 

Students benefit from technological aids such as photocopiers, Braille production, or enlarged print for accessible learning. Paper with darkened lines and books in large print or Braille may be provided. Short readings can be adapted when teachers give notice. 

Equipment 

Equipment includes tilt-top desks (see image below), book stands, and reading markers to optimize vision. Tools like optical enhancers, CCTV magnifiers, and tape recorders assist in enlarging, recording, or reviewing materials. 

Technology 

Technology enhances access for visually impaired students. Devices like Braille ‘n’ Speak (see image below) provide auditory note-taking and playback. Computers allow enlarged text, speech output, or Braille conversion, enabling independent learning. 

Returning to School After a Concussion: A Fact Sheet for School Professional

CHILDREN AND CONCUSSIONS

What role do I play in helping a student return to school after a concussion?

Many K-12 students sustain concussions yearly from various accidents. While most recover quickly, some may continue experiencing symptoms that impact learning and academic performance. School professionals play a key role in managing the return-to-school process, which required understanding the effects of concussions and coordinating support. A collaborative approach-including school staff, students family and healthcare professionals is essential to ensure a smooth recovery and successful reintegration into school. 

How can a concussion affect learning?

The impact of a concussion on a students return-to-school experience varies by individual. While many students may not face limitations, others can have difficulties with participation, learning and school performance. Academic tasks requiring focus can trigger or worsen symptoms. making it important for adjustments to be tailored to each students needs.

When is a student ready to return to school after a concussion?

A student can return to school after a concussion only when cleared by a healthcare professional experienced in concussion evaluation. The decision is based on the type, number and severity of symptom. The healthcare professionals will advice on safe timing and appropriate cognitive and physical activity levels.

CONCUSSION TIPS FOR RECOVERY AT HOME 

Who should be included as part of the team supporting the student?

A collaborative team supports a students returning to school after concussion.

It includes

The student - sharing their symptoms and progress 

Parents/guardians - understanding the condition and following medical guidance 

Other caregivers (coaches, after-school providers) - They monitor participation and observe changes in behaviour.

Physician/other healthcare professionals -  Health care professionals involved in the student’s diagnosis and recovery should provide an individualized plan for a student returning to school to help manage cognitive and physical exertion following a concussion.

Other member of the team can include speech and language therapists, school nurses and school admin. 

How can understanding concussion symptoms help with identifying a students individual needs. 

Understanding concussion symptoms helps school staff identify a students unique needs, monitor changes and take necessary actions with permission The following image provides some insight on what symptoms of a concussion look like. 

This can help support full recovery and prevents students from downplaying symptoms due to embarrassment or pressure. 

What roles do cognitive exertion and rest play in a student’s recovery?

Rest is essential after a concussion to allow the brain to heal. Excessive cognition exertion, like studying intensely, can worsen symptoms and delay recovery. School should limit mental activity to tolerate levels and include cognitive rest breaks to prevent symptom reemergence and support a students gradual return to learning.

It is vital to rest in the correct way - the image below shows how implement recovery correctly when a student has a concussion.

How can I help identify problems and needs?

Identifying problems and needs involves recognizing a student’s symptoms and factors that worsen them, such as specific tasks, times of day, or environmental triggers. Tailored interventions can then be applied. Recovery may take longer for students with prior concussions, medical conditions, or developmental disorders, and can be impacted by anxiety or depression

When symptoms persist: What types of formal support services are available?

For most students, only temporary, informal, academic adjustments are needed as they recover from a concussion, However, a variety of formal support services may be available to assist a student who is experiencing a prolonged recovery.  Some of these support services include... 

Response to intervention protocol  (RTI) - Multi-step approach to track progress and adjust instruction/support as needed

504 PLAN - Modification/adaptations to help return to pre-injury performances (e.g environmental changes, curriculum)

INDIVIDUAL EDUCATION PLAN - For students with disabilities significantly impacting learning, this provides support and accommodations.  

Language development throughout the ages.

 8-18 Months 

The following video explains how expressive language typically develops by around 18 months of age. It highlights how toddlers begin to use simple words to name familiar people, objects and needs. At this stage, children may say 10-50 words and start combining two-word phrases like "more juice" or "daddy go." This video emphasizes the importance of responsive interactions-talking, singing and reading, to encourage language growth. Its aimed at helping parents and educators understand milestones and support early communication through everyday routines and meaningful engagement.

18-36 Months

This video explores how children's expressive language grows rapidly between 18-36 months. During this stage, toddlers being to use longer phrases and simple sentences such as "i want more" or "Mommy go work." Their vocabulary expands to 200+ words and they start naming objects, asking questions and using pronouns like "me" and "you." This  video emphasizes how rich verbal interactions such as story telling and play are, they all support development.   

36-48 MONTHS

This video explains how children’s expressive language becomes more advanced between 36 and 48 months (ages 3–4). At this stage, children begin using full sentences, tell simple stories, ask lots of “why” and “how” questions, and use language to express emotions, ideas, and solve problems. Their vocabulary grows rapidly, often exceeding 1,000 words. The video encourages parents and educators to engage children in back and forth conversations, support storytelling, and introduce new vocabulary through books and play. Emphasis is placed on giving children time to talk, listening patiently, and expanding their ideas to build strong foundations for reading, writing, and social communication.

48-60 MONTHS

Between ages 48-60 months, children become confident communicators. This video highlights how they use complex sentences, tell longer stories with beginnings, middles, and ends, and understand conversational rules like taking turns and staying on topic. They ask thoughtful questions, explain ideas, and start using language to reason, persuade, and solve problems. The video encourages adults to enhance this development by engaging in rich, open-ended conversations, encouraging storytelling, and introducing new vocabulary through books, real-world experiences, and imaginative play. Supporting language in this stage helps prepare children for success in school and strengthens both literacy and social skills.