Poster session Priscila Rodríguez Cota y Pamela Estrada Núñez CEC 04 15

In-service Training in AAC for Mexican Teachers in Inclusive

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Poster Session

Session Leader Priscila T. Rodriguez Cota, M.D.

[email protected]

Co-Presenter Pamela H. Estrada Núñez, M.D.

[email protected]

• In the framework of the inclusive education in México the Escuela Normal de Especializacion Humberto Ramos Lozano has joined to the arduous task of improving the education from its own quality policy which has established a commitment to provide training for special education teachers, as well as contribute to the continuous updating of teachers in service, through the Master's Degree in Inclusive Education, and the design and implementation of courses, workshops and an annual Congress.

• Therefore one of the Workshops focuses on Augmentative- Alternative Communication Systems (AACS).

Priscila T. Rodríguez Cota, M.D. Pamela H. Estrada Núñez, M.D. [email protected] [email protected]

• The continuous learning as key of education systems quality.

Today demands for teachers require them to have several competencies for a changing society, therefore a continuous updating. (Casanova, 2011), (Rodríguez, 2009)

• Communication as a tool of the integral development of the human being .

Every human being must have basic communication skills because they allow conceive, design, modular and messages within parameters socially acceptable; they serve as a necessary condition for achieving other skills to interact effectively in social situations and achieve the self/determination and self/advocacy (Reyzábal, 2009, (Owens, 2006), (Romero, 2008), (Wandry, Wehmeyer and Lor-Scheib , 2013).

The term Augmentative and Alternative Communication (AAC) refers to the methods, tools, and theories of the use of nonstandard linguistic and nonlinguistic forms of communication by and with individuals without or with limited functional speech, that allows to establish functional communication acts. (Tamarit, 1993), (Loncke, 2014)

• Universal Design for Learning (UDL) involves the design of environments, products, programs and services that can be used by all the people making reasonable adjustments (Palacios R. A., & Bariffi, F. J. , 2014). On principle number four refers the importance of effective transmission of needed information to the user. (Casanova, 2011)

• To develop didactic competencies

which improve their performance to

respond to diversity, specifically on

special educational needs

associated with communication.


Communication development: stages, processes,

components and functions.

Augmentative - Alternative Communication Systems (AACS) .

National and International policies that support education of quality, accessibility, equal opportunities and eliminating learnings and participation barriers.

Instructional methodologies from the Universal Design of Learning (UDL) and Life Centered Education (LCE) approaches.

ICT's on augmentative communication.

Priscila T. Rodríguez Cota, M.D. Pamela H. Estrada Núñez, M.D.

[email protected] [email protected]

To evaluate augmentative communication (motor skills, visual, and selection

of vocabulary and reinforcements).

To identify and analyze communication needs (language components, development stages, communicative functions).

To develop skills for an appropriate usage of strategies and techniques for training on AACS.

To enable generalization and maintenance of functional communication using AACS, teachers must derive instructional proposals under the Universal Design of Learning (UDL) approach.

To design, implement and develop AACS using practical and functional resources.

To use strategies to ensure transition from low-tech to high technology AACS.

To design learning situations based on a Life Centered Education model, to promote the AAC implementation for early childhood through the employment training.


To recognize the people rights to communicate.

To be aware of the impact on students life's to achieve functional communication.

To recognize their responsibility and professional ethics to respond to diversity.

To increase awareness to participate on communication acts with AACS users.

To appreciate the importance of collaborative work to facilitate the acceptance and appropriate use of AACS.

To generate learning environments to respond the diversity, through respect, acceptance, empathy and solidarity promotion of AACS users.


High interest to obtain elements to help their

students.

A better understanding of an inclusive educational

vision in order to respond the diversity, under a

Universal Design of Learning and Life Centered

Education approach.

Improvement on their skills to analyze the

information and identify students educational

needs.

Development skills for an appropriate usage of

techniques for the AACS training.

Priscila T. Rodríguez Cota, M.D. Pamela H. Estrada Núñez, M.D.


They were more interested and committed

on their duty and work.

They got how important is to systematize

the information on decision making and

keeping track of students.

Designed and elaborated materials for the

AACS usage and share ideas with colleagues.


1. On program studies of training teachers schools, communication development and strategies that allow teachers to respond to diversity from the AAC, must be integrated.

2. Keep the ongoing training of in-service teachers, addressing this important subject within courses, workshops or specialties.

3. A culture of acceptance with respect on participation and usage of communicative interactions, with AACS users must be promoted among teachers.


• Casanova, Ma. A. (2011). Educación inclusiva: un modelo de futuro. Madrid: Wolters Kluwer.

• Espejo, Begoña (2001). Evaluación de Comunicación Aumentativa. In Torres. M. Santiago (coord.) Sistemas Alternativos de Comunicación. Manual de comunicación aumentativa y alternativa: sistemas y estrategias (pp. 261- 285), Málaga: Aljibe.

• Loncke, F. (2014). Augmentative and Alternative Communication. Models and applications for educators, speech-language pathologists, psychologists, caregivers and users. San Diego, CA: Plural Publishing.

• Owens, R. (2011). Desarrollo del Lenguaje. 5th. Edition, (pp. 72 – 103), España: Pearson Prentice Hall.

• Palacios Rizzo, A., & Bariffi, F. J. (2014). La discapacidad como una cuestión de derechos humanos. Una aproximación a la Convención Internacional sobre los Derechos de las Personas con Discapacidad.

• Reyzábal, Ma. V. (1993-2001). La comunicación oral y su didáctica (6th. Edition). Madrid: La Muralla.

• Reyzábal, Ma. V. (2009). Competencias Lingüísticas y Educación Inclusiva. In Ma. A. Casanova & H. J. Rodriguez (Coords.), La Inclusión educativa, un horizonte de posibilidades (pp. 47-82). Madrid: La Muralla.

• Rodríguez, H. (2009). La Inclusión Educativa y la formación de profesores de educación especial. In Ma. A. Casanova & H. J. Rodríguez (Coords.), La Inclusión educativa, un horizonte de posibilidades (pp. 99- 125). Madrid: La Muralla.

• Romero. C. S. (2008). La participación de los Padres en el proceso de rehabilitación del lenguaje: Programa y Resultados”, México: Universidad Autónoma de San Luis Potosí.

• Torres, S. & Mª. V. Gallardo (2001). Introducción a los Sistemas de Comunicación Aumentativa (SCA), (pp. 25-42). In S. T. Monreal (coord.) Sistemas alternativos de comunicación. Manual de comunicación aumentativa y alternativa: sistemas y estrategias. Málaga: Aljibe.

• Valdéz, D. (2010). Ayudas para aprender: trastornos del desarrollo y prácticas inclusivas. Buenos Aires: Paidós.

• Wandry, D., M. L. Whenmeyer & S. Glor-Scheib (2013). Life Centered Education. Teacher´s Guide. Arlington, VA: Council for Exceptional Children.

Escuela Normal de Especialización Humberto Ramos Lozano

Monterrey, Nuevo León, México. www.enehrl.edu.mx

Priscila T. Rodríguez Cota, M.D. Pamela H. Estrada Núñez, M.D



http://www.enehrl.edu.mx/