Skip to main content

TEA

TEA Brandbar

  • TEA Website
  • Contact TEA
  • Sign up for TEA updates
  • Sign up for SPED updates

Welcome to the new Texas SPED Support! Learn More

Home

Main navigation

  • Topics
    • ARD/IEP Supports
    • Assistive Technology
    • Autism
    • Behavior
    • Blind/Visually Impaired
    • Child Find
    • Deaf/Hard-of-hearing
    • Deafblind
    • Dyslexia and Other Related Disorders
    • Early Childhood
    • Evaluation
    • Inclusion
    • Instruction
    • MTSS
    • Significant Cognitive Disabilities
    • Significant Disproportionality
    • State Guidance
    • Transition
    • View All Topics
  • Resources
  • Learning
  • Contacts

Sign in (anonymous users)

Sign In
  1. Home
  2. Resource Library
  3. Tips and Strategies For Special Education

Social Communication: Incorporating Communication Devices

Significant Cognitive Disabilities, Assistive Technology

Share Bookmark

In this video, Ayo Jones discusses how to incorporate communication devices into classroom activities. This video aligns with the Rubric of Effective Practices from TX CAN Indicator IV: Social Communication.

Related Course

  1. 1

    Alignment to State Standards: Involving Young Students in the IEP Process
  2. 2

    Behavior as Communication
  3. 3

    Classroom Climate: Creating Independent Work Systems
  4. 4

    How to Differentiate Instruction for Students with Disabilities
  5. 5

    Ideas for Advocating for Students with Complex Access Needs
  6. 6

    Importance of Offering Choices to Students
  7. 7

    Meeting the Sensory Needs of Your Students
  8. 8

    Proactive Behavior Strategies
  9. 9

    Social Communication: Giving Wait Time
  10. 10

    Student Confidentiality
  11. 11

    Student Portfolios for Students with Complex Access Needs
  12. 12

    Tips and Strategies for Special Education
  13. 13

    Transitioning Students to New Educational Settings
  14. 14

    Task Analysis and Chaining
  15. 15

    Getting Started with Stations
  16. 16

    Differentiation in Action
  17. 17

    Academic Rigor
  18. 18

    Taking a Standard and Making It Accessible
  19. 19

    Defining Team Roles and Responsibilities
  20. 20

    Setting an Agenda for Team Meetings
  21. 21

    Creating a Class Schedule
  22. 22

    Teaching Routines and Procedures
  23. 23

    First-Then Charts
  24. 24

    Motor Planning
  25. 25

    Student-centered Vocabulary
  26. 26

    Robust Vocabulary
  27. 27

    Presuming Competence when Communicating with Students with Disabilities
  28. 28

    Social Communication: Incorporating Communication Devices

Related Resources

Universal Design for Learning Overview

Inclusion, Instruction

Taking a Standard and Making It Accessible

Significant Cognitive Disabilities, Instruction

Buổi Họp Mặt Đầu Tiên Với Giáo Viên

Significant Cognitive Disabilities, ARD/IEP Supports

Planned Ignoring

Autism, Behavior

Setting Goals

Autism, Transition

Hãy Cùng Nhau Làm Việc

Significant Cognitive Disabilities

Data Collection: Duration Recording

ARD/IEP Supports, Behavior, Significant Cognitive Disabilities, Autism, Evaluation, Instruction

Special Education Acronym Quick Reference Guide

State Guidance

Mathematic Tasks For Students with Motor Difficulties

Significant Cognitive Disabilities, Assistive Technology, Instruction

TEA - Texas Education Agency | Texas SPED Support

Stay Connected 

TEA - Texas Education Agency

  • Texas Education Agency
  • 1701 N. Congress Avenue
  • Austin, Texas, 78701
  • (512) 463-9793
  • Compact with Texans
  • General Education Complaints
  • Equal Educational Opportunity
  • Governor’s Committee on People With Disabilities
  • Trail
  • Where Our Money Goes

© Copyright 2025 Texas Education Agency (TEA). All Rights Reserved.

Opens in a new window

Share

mail

Join Texas SPED Support

Login or Register to save your bookmarks.