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Esta guía, desarrollada por un logopeda dedicado al habla y al lenguaje afirmativo de la neurodiversidad, describe las formas en que las personas pueden comunicarse utilizando el contacto físico.
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Esta guía, desarrollada por un terapeuta del habla y el lenguaje afirmativo de la neurodiversidad, describe las formas en que las personas pueden comunicarse utilizando objetos de referencia.
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Esta guía, desarrollada por un logopeda dedicado al habla y al lenguaje afirmativo de la neurodiversidad, describe las formas en que las personas pueden comunicarse utilizando pantallas de escenas visuales.
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This guide, developed by a neurodiversity affirmative speech and language therapist, outlines the ways in which individuals may communicate using physical touch.
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本指南由秉持神经多样性肯定理念的语言治疗师编制,阐述了使用者通过注视板进行沟通的多种方式。 This guide, developed by a neurodiversity affirmative speech and language therapist, outlines the ways in which individuals may communicate using eye gaze boards.
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本指南由秉持神经多样性肯定理念的语言治疗师编制,阐述了使用者通过核心词汇板进行交流的多种方式。 This guide, developed by a neurodiversity affirmative speech and language therapist, outlines the ways in which individuals may communicate using core boards.
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本指南由秉持神经多样性肯定理念的语言治疗师编制,阐述了使用者通过参照实物进行沟通的多种方式。 This guide, developed by a neurodiversity affirmative speech and language therapist, outlines the ways in which individuals may communicate using objects of reference.
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本指南由秉持神经多样性肯定理念的语言治疗师编制,阐述了使用者通过视觉场景显示进行沟通的多种方式。 This guide, developed by a neurodiversity affirmative speech and language therapist, outlines the ways in which individuals may communicate using visual scene displays.
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本指南由秉持神经多样性肯定理念的语言治疗师编制,阐述了使用者通过身体接触进行沟通的多种方式。 This guide, developed by a neurodiversity affirmative speech and language therapist, outlines the ways in which individuals may communicate using physical touch.
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This accessible information video was developed by researchers at the University of York. The video uses a total communication approach (voice, text, symbols, makaton) to describe a research project. The video also outlines ethical procedures such as "you can stop at any time" and "if you have any questions, ask your teacher or ask us".
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This resource provides an example of how an "energy meter" might look if researchers were asking questions about school likes and dislikes. Energy meters can help people with additional needs express their opinions on important subjects. This system uses energy levels to allow people to share how they feel about a topic. Open-ended questions guide the discussion, and individuals choose which...
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This resource provides an example of how an "elicitation story" might look if researchers were asking questions about school likes and dislikes. Elicitation Stories can prepare people with additional needs to express their opinions on important subjects. Elicitation stories are similar to social stories or narratives for anxiety. They are designed to help participants to gain a secure...
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This resource provides an example of how an "elicitation story" might look if researchers were asking questions about transitions (future goals). Elicitation Stories can prepare people with additional needs to express their opinions on important subjects. Elicitation stories are similar to social stories or narratives for anxiety. They are designed to help participants to gain a secure...
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Este recurso proporciona un ejemplo de un «tablero de conversación» si los investigadores hicieran preguntas sobre aquello que gusta o no en la escuela. Los tableros de conversación contienen opciones que se pueden seleccionar para responder preguntas sobre un tema determinado.
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Este recurso proporciona un ejemplo de cómo podría ser un «tablero de conversación» si los investigadores hicieran preguntas sobre transiciones (metas futuras). Las tableros de conversación contienen imágenes que se pueden seleccionar para responder preguntas sobre un tema determinado.
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