Picture-Exchange Communication System

Practitioner’s expectations should be to become a valuable practitioner, to be reliable and build good relationships with children and parent carers, encouraging play whilst learning, and by having children’s best interests e.g. physical activities, outings, this would help them to enjoy their growth in knowledge and assist in enhancing their development as a whole. Also practitioners should work as a team with other staff members and parent/carers in order to support the children to promote the children’s initial learning so that the children will feel confident and would be able boost up their self-esteem, and this will also help them in their future, and prepare them in further education when they move onto school. Also the

At the Warren we have Personal Education Plans (PEP) for each of the young people, the child will be involved along with the Warren, the Childs social worker and teachers. The plans are devised to set education goals for the child that suite their current needs. The warren will monitor the progress

This is a good way to develop your practice, because you are exploring different skills and knowledge with children each day, and you are helping them in their development and

This paper presents the Picture Exchange Communication System (PECS), which is a behaviorally image based message that was developed in 1985 by Andrew S. Bondy Ph. D and Lori Frost, M.S., CCC/SLP in order to help children under the Autism Spectrum Disorder (ASD) to communicate with their environment. In this work I would like to present to the reader the theory behind this social intervention for children with autism which is Applied Behavior Analysis (ABA), then I want to explain the six phases of PECS, and the application within the classroom settings. At the end, these definitions would help us to better understand concepts and try to apply this technique in our diverse teaching-learning settings in order to help children under the Autism

Protocol: As Jane is unable to imitate motor movements performed by an adult or peer, she will be trained to use a Picture Exchange Communication System (PECS) as an alternative communication system to develop more appropriate forms of communication.

Erica is a fourth grade girl whose medical diagnosis is Cerebral Palsy. She is nonverbal and uses a walker when she is having difficulties with balance and to transition in the hallways. Erica’s disability affects her ability to participate full-time with her non-disabled peers. Erica benefits from individual or small group instruction in the areas of academics (Math and Language Arts) and communication and requires support in the general education environment in order to increase her ability to functionally participate with classmates.

Another issue that this system can show is that the communication is limited to the pictures available for which parents and teachers around the person with autism must plan ahead for pictures needed. Finally, the longer a person with autism uses PECS, the greater the variety of picture/symbol cards that can provide. This may take extra effort of the parents or

Being able to adapt styles of communication to the needs of those who do not or cannot communicate verbally, sign language, Makaton or PECS (picture exchange communication system) are all different ways and skills used to communicate positively.

AAC devices are a way for students who do not or cannot verbally communicate or communicate in other ways like sign language, to speak through technology. AACs are techniques, strategies, and devices that allow children who cannot naturally speak or write; these AACs often come in a technological form (VOCA: voice-output communication aids), but they can also be low-tech devices like pictures, symbols, or message boards. Through AACs, the child can become more independent, allow them to become self-determined, and improve literacy through access to the general education curriculum.

When planning for the future the student’s personal goals should be kept in mind. Doing so allows teachers to establish person centered planning to be the most effective for the student. Person centered planning encourages self-determination because the student is motivated to accomplish his/her goals. Peer relationships are a very important part of life. It is important that we as special educators keep all of these factors in mind when planning lessons for students with severe disabilities.

Most of my students’ have specific learning disabilities that relate to the basic psychological processes that involve, understanding or using spoken or written language, which may contribute to their ability to listen, think, speak, read, write, spell and to perform mathematical calculations.

I could use a system like the Picture Exchange Communication System (PECS) to improve the functional communication of a student with autism with visual schedules to communicate the student’s daily schedule and tasks using a set of pictures to communicate the needs of students. I have used pictures velcroed to a board for students to communicate their

Jones can help is student to be engaged in the classroom. The teams will consists of the teacher who are expert in a certain field. In this case, Mr. Carson, a special education teacher and the counselor will have more knowledge of the student’s disability, so Ms. Jones can collaborate with them to help him find different strategies that will help him engage the student. Mr. Jones can speak to Mr. Carson about how the disability affects the students when it comes to learning. According to Jones, educating students about their disability can help them understand why they need to be engaged and finding out what the child learning style can make a difference can make learning more rewarding for them. From the child’s learning style the special education teacher is able to design specialized instruction that will accommodate the student. If the student is a visual learner, then teacher can incorporate pictures or different diagrams to help the student be engaged. (Jones,

Some of the ways are American Sign Language, Assistive Augmentative Communication (AAC) devices, gestures, and the Picture Exchange Communication System (PECS) to supplement the students’ communication skills. Since partnering with WCSI they have been able to introduce the iPad for communication. Two (2) of the participants in the Program have used an iPad for a means of communication the apps that they utilized were ProLoQue2 and TouchChat. Some of the students used their own form of sign language and it was very hard for them to interact with family, peers, and teachers. Most of the students using the iPad needed some sort of assistance from aids in the classroom to utilize the iPads for communication and

Gradually, over the quarter I developed rapport with the children in Passages, First Step, YPC2, and YPC. One child in particular forced me to change my assumption of him. A. would not listen to directions and often throw toys and hit others at random. I remember thinking how he was a bad kid. However, after talking to him I discovered that he was not a bad kid he just did not know how to express his emotions in a safe way because no one taught him how. His mom was hardly in the picture and his home environment did not give him the stability and structure that he needed. I shared my insight with the staff and instead of sending A. to the thinking chair so quickly they began helping him solve the problems.