The Systematic Process for Enhancing and Assessing Communication Supports (SPEACS) initiative works with educators to create communication rich classrooms through research-based literacy strategies for students with the most significant disabilities.
SPEACS provides professional learning and coaching on literacy and communication strategies to teams of educators. Support is tailored to each educator team through the use of observations, modeling, online learning, experiences, book studies, lesson studies and technical assistance.
Using the current research on literacy instruction for students with complex communication needs and the most significant cognitive disabilities, SPEACS delivers professional learning and coaching on strategies for:
- Alphabet and Phonological Awareness
- Alphabetic Principal
- Emergent Reading
- Shared Reading
- Independent Reading
- Emergent Writing
- Predictable Chart Writing
- Independent Writing
- Word Study
- Reading Comprehension
Through partnerships with Project Core, Dynamic Learning Maps, and the Communication Matrix, SPEACS affords educators with the content knowledge to enhance the communication of students with complex communication needs.
- Communicative Intent
- Communicative Behaviors
- Augmentative and Alternative Communications (AAC) options
- Core words
- Aided Language
- Prompt Hierarchy
- Activity First Approach
SPEACS empowers educators to use literacy as a springboard to increase communication opportunities across the school day.
For additional information regarding SPEACS, please contact the ACCESS project office at (302) 831-1052 or email firstname.lastname@example.org