H.+Academic+Success

= TEKS and AAC: =

In Texas, the emphasis is on standards-based IEPs. It is easy to connect AAC to the Texas Essentail Knowledge and Skills (TEKS). Visit Texas Education Agency @http://ritter.tea.state.tx.us/special.ed/guidance/sbIEP.html for more information. Below are some of the TEKS that can be correlated with AAC. Most states have similar standards. In addition, literacy standards also pair nicely with AAC.

K-3rd:
· Listening/speaking/purposes. The student listens attentively and engages actively in various oral language experiences. · Listening/speaking/audiences/oral grammar. The student speaks appropriately to different audiences for different purposes and occasions. · Listening/speaking/communication. The student communicates clearly by putting thoughts and feelings into spoken words.

4 th-5th/8th:

 * Listening/speaking/purposes. The student listens actively and purposefully in a variety of settings.
 * Listening/speaking/critical listening. The student listens critically to analyze and evaluate a speaker's message(s).
 * Listening/speaking/appreciation. The student listens, enjoys, and appreciates spoken language.
 * Listening/speaking/culture. The student listens and speaks both to gain and share knowledge of his/her own culture, the culture of others, and the common elements of cultures.
 * Listening/speaking/audiences. The student speaks clearly and appropriately to different audiences for different purposes and occasions.

5th:

 * Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to:
 * Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.
 * Oral and Written Conventions/Spelling. Students spell correctly.
 * Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to share information and ideas by speaking audibly and clearly using the conventions of language.
 * Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon rules for discussion, including taking turns and speaking one at a time.

Middle/High School Examples:
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 * Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity.
 * Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.
 * Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to give an organized presentation with a specific point of view, employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively.
 * Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement.

Teach Literacy:
Access and opportunity •Synchronous development of reading, writing and spelling •Dr. Janice Light AAC Literacy @http://aacliteracy.psu.edu/index.php/page/show/id/1 •Center for Literacy and Disabilities @http://www.med.unc.edu/ahs/clds •[|Visual methods]of teaching literacy •Teach cognates, prefixes, suffixes, and root words (Nifty Fifty) •Teach students how to utilize context clues: embedded definitions, pictures, and charts •JUST START!

Access to the Curriculum:
•Create low-tech “academic” boards and archive for later study •Word walls- archive for later study •Pre-teach essential academic vocabulary before it is to be introduced in class •Multiple formats- graphic, kinesthetic, multimedia, word walls, notebooks, low tech boards