The Technology Lab for Communication (TLC) consists of four technology labs using Apple, Macintosh, and IBM computers. Students who come to the lab work on a variety of different therapies including: building expressive language skills, articulation therapy, voice therapy, attending skills, building receptive language skills, pragmatics, answering questions, making decisions, problem-solving, and cause and effect activities.
Within the lab, adaptive equipment is provided to assist the students in making choices and in increasing their attending skills. The following adaptive equipment is currently being used in the TLC: adaptive keyboards (i.e. Intellikeys), touch screens (i.e. Touch Window, Master Touch), and switches.
Speech Therapy Vocabulary
Receptive Language: is the ability to understand the language being communicated to you.
Expressive Language: is the ability to express one's own wants, needs, ideas or thoughts through verbalizing, gesturing, pointing, using sign language, and/or using an alternative communication device
Pragmatic Language: is the functional use of language.
Processing: is the ability to understand and then act on the information being given.
Augmentative/Alternative forms of Communication
Because of their disabilities, some students at Wildwood School use augmentative and alternative forms of communication (AAC) to communicate.
Our therapists work with students, families, and staff to determine the most appropriate device for a student. They then help the student to use the device to communicate to their fullest extent, their everyday wants and needs.
The Picture Exchange Communication System (PECS)
Another form of augmentative/alternative communication used at Wildwood School is The Picture Exchange Communication System (PECS). PECS was originally developed at the Delaware Autism Program trying, over a period of many years, a variety of communication training programs with young students with autism. It was first developed for use with pre-school children with autism, pervasive developmental disorders (PDD), and other socio-communicative disorders. Over time, PECS has been modified and expanded and is now used with students of all ages spanning a wide variety of communicative disorders.
The basic idea behind The Picture Exchange Communication System (PECS) is to provide these children with a system whereby they must approach and interact with others (something these children avoid or require a prompt to do) to make there wants and needs known. Consequently, children using PECS are taught to approach and give a picture of a desired item to a communicative partner in exchange for that item. By doing so, the child initiates a communicative act and makes his wants and needs known all within a social context.
