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Ms. Aliza’s Classroom Edit display name

  • P17X @ 43
  • Bronx, NY
  • Nearly all students from low‑income households

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I'm a speech-language pathologist in a New York City Department of Education school in the South Bronx. My school setting is specialized for children with autism and intellectual disabilities in 6:1:1 and 8:1:1 classes. I collaborate with classroom teachers and other related service providers to help the students use alternate and augmentative communication devices throughout the school day. The students I work with communicate through picture symbols or alternate and augmentative communication devices to express their basic wants and needs. My students are non verbal and minimally verbal; they communicate using alternate and augmentative communication (AAC) to express their wants and needs. They are learning how to use picture symbols to communicate with a variety of people. My students must show proficiency in recognizing and using picture symbols to be eligible for an AAC. Core vocabulary words are high frequency, reusable, generic words, and they comprise of 80-90% of the words we use (e.g., hi, bye, more, bathroom, finished, go, stop, again). These books will aid teaching core vocabulary and their picture symbols in a meaningful way with repeated exposure. Additionally, they need laminating sheets and Velcro to adapt the books.

About my class

I'm a speech-language pathologist in a New York City Department of Education school in the South Bronx. My school setting is specialized for children with autism and intellectual disabilities in 6:1:1 and 8:1:1 classes. I collaborate with classroom teachers and other related service providers to help the students use alternate and augmentative communication devices throughout the school day. The students I work with communicate through picture symbols or alternate and augmentative communication devices to express their basic wants and needs. My students are non verbal and minimally verbal; they communicate using alternate and augmentative communication (AAC) to express their wants and needs. They are learning how to use picture symbols to communicate with a variety of people. My students must show proficiency in recognizing and using picture symbols to be eligible for an AAC. Core vocabulary words are high frequency, reusable, generic words, and they comprise of 80-90% of the words we use (e.g., hi, bye, more, bathroom, finished, go, stop, again). These books will aid teaching core vocabulary and their picture symbols in a meaningful way with repeated exposure. Additionally, they need laminating sheets and Velcro to adapt the books.

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