Basal action story

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The basal action stories (BAG) (from the Latin basal = fundamental and without preconditions) form the core component of a special educational concept with which educational content can be made accessible to people with severe disabilities in an elementary form .

Basics

The key question on which the concept is based is: "How can (demanding) educational content be conveyed - at the same time - and perception-oriented funding offered?"

With regard to this question, the concept combines elements of promoting communication (especially assisted communication ), promoting perception in the sense of sensory integration and structuring content (also in the sense of promoting autism spectrum disorder ) with that of a narrated story lying educational content.

The mediation follows a structured, multi-dimensional approach in which the educational content is conveyed in a pyramidal manner, starting from a perception-oriented, basal level of experience up to the level of active cognitive engagement. Through this broad-based conveyance of the content, the basic action stories are suitable for work in intensive educational support areas as well as for use with heterogeneous learning groups, e.g. B. in the context of inclusion lessons .

construction

Every basic action story is made up of the following components:

  1. Elementary educational content
  2. AAC (u. A. Gestures , use of electronic communication aids , consideration of core vocabulary according Boenisch / axis)
  3. Promotion of perception and sensory integration
  4. Structural, action-oriented structure including repetitions
  5. TEACCH and PECs as optional components

The stories follow a strict, rhythmic structure, which is characterized by different, sometimes repetitive options for action and communication.

A bag ( ger .: bag ) with communication and perception materials holds the pool of material for stories.

literature

  • Ayres, Jean: Building Blocks of Child Development. Berlin: Springer 2002
  • Goudarzi, Nicol: Basale Action Stories - A Journey Around the World. New stories for people with severe disabilities. Karlsruhe: by Loeper Literaturverlag 2017
  • Goudarzi, Nicol: Basale Action Stories. Experience stories for people with severe disabilities. Karlsruhe: by Loeper Literaturverlag 2015
  • Häußler, Anne: The TEACCH approach to promoting people with autism. Introduction to theory and practice. Dortmund: Verlag modern learning 2005
  • Kristen, Ursi: Practice Supported Communication. Düsseldorf: Publishing house self-determined life 1999
  • Lamers, Wolfgang / Klauß, Theo (Ed.): Teaching all children everything! - But how? Theory-guided practice in severely and multiply disabled people, 187–202. Düsseldorf: Publishing house self-determined life 2003
  • Sachse, Stefanie: Core and marginal vocabulary in assisted communication. Support and shape language development. In: Birngruber, C./Arendes, S .: Workshop Supported Communication, pp. 109–126. Karlsruhe: From Loeper Verlag 2009
  • Boenisch, Jens: Core vocabulary in childhood and adolescence. Comparative study of the language use of pupils with and without intellectual disabilities and the consequences for the UK. In: UK and Research 3, Supplement to the magazine Supported Communication 1/2014, 4–23. Karlsruhe: From Loeper Verlag 2011

Individual evidence

  1. ↑ Goudarzi, Nicol: Basale action stories. Experience stories for people with severe disabilities. Karlsruhe: by Loeper Literaturverlag 2015
  2. ↑ Lamers, Wolfgang / Klauß, Theo (ed.): ... all children teach everything! - But how? Theory-guided practice with severely and multiply disabled people, 187 - 202. Düsseldorf: Verlag Selbstbestetermined Leben 2003
  3. ↑ Sachse, Stefanie: Core and marginal vocabulary in supported communication. Support and shape language development. IN: Birngruber, C. / Arendes, S .: Workshop Supported Communication, pp. 109–126. Karlsruhe: From Loeper Verlag 2009
  4. ↑ Boenisch, Jens: Core vocabulary in children and adolescents. Comparative study of the language use of pupils with and without intellectual disabilities and the consequences for the UK. IN: UK and Research 3, Supplement to the journal Supported Communication 1/2014, 4-23. Karlsruhe: From Loeper Verlag 2011