The Office of Special Education Program’s Center for Early Literacy Learning (CELL) and the Orelena Hawks Puckett Institute bring us this week, “Let Me Tell You What I Want.” The intention behind this practice guide is to capitalize on the gestures infants naturally use to communicate and to help parents find ways to adapt gestures and signs for children with disabilities who may struggle with communication.
The brochure offers step-by-step guidance on how to observe a young child’s attempts at gestures, then reinforce what’s working and what makes sense within their family. It also gives three real-life examples of families putting the practice to use with amazing results. If you work with a family of a child who is learning to communicate, this practice guide might be just what you need. Leave us a comment below to let us know how you used the information and what the family thought.
If you’d like to check out other practice guides from CELL, click here.
The ICC-Recommended Early Start Personnel Manual (ESPM) describes core knowledge and role-specific competencies needed for early intervention service provision, incorporating current research and evidence in the field of early intervention. To access the ESPM, click here.
This resource is related to the following ESPM knowledge-level competencies:
- Core Knowledge (CK):
- CK1: The sequences of development and the interrelationships among developmental areas/factors.
- Individualized Family Service Plan Development and Review (IFSP-DR):
- IFSP-DR5 (EIS): Understands the rationale for the identification and selection of intervention strategies used in everyday routines, relationships, activities, places and partnerships for early intervention activities (or justification of the extent to which some outcomes cannot be achieved in a natural environment).
- Individualized Family Service Plan Development and Review (IFSP-i):
- IFSP-i2 (EIS): Understands the individual nature of child learning styles and the importance of adapting intervention strategies.
- IFSP-i3 (EIS): Knows generic and specific evidence-based early intervention strategies to support all areas of development.
- IFSP-i4 (EIS): Understands early experiences that contribute to emergent literacy.
- IFSP-i6 (EIS): Understands early experiences that contribute to emergent literacy.