Teaching with Augmentative and Alternative Communication

Zenodo (CERN European Organization for Nuclear Research), 2022

The implementation of augmentative and alternative communication (AAC) is increasingly gaining the attention of individuals who are identified with verbal communication problems. Interventions based on AAC have been targeted as early as possible toward school readiness for the children. In Malaysia, previous studies have shown that AAC is clinically intervened in speech therapy units both in government and private practices, less of which liaises with special education teachers. This study aims to identify teachers' awareness and knowledge of AAC, thus analysing the need to develop an AAC module for teachers' guidance. Six preschool special education teachers from four districts of Perak were involved in responding to semistructured interviews via Focus Group Discussion (FGD). The study indicates that most teachers have applied AAC to their students but are not aware of the correct procedure and approach to the implementation. In addition, teachers showed limited knowledge of AAC because less attention was given to students' communication problems compared to other areas of development, such as behavioural and motor skills. The finding shows the need for teachers' training on the operation of AAC provided with guidelines module and appropriate assistive aid. Therefore, future research is highly necessary pertaining to the demands of the findings to ensure teachers' preparedness skills as communication partners.

2019

The purpose of this study was to measure the influence of augmentative and alternative communication (AAC) with symbol-supported communication applications (apps) on stimulating kindergarten students to increase expressive language in the general education setting in an elementary school located in Washington, DC. The study sample size was 31 students. The research aimed to identify these tools as an effective strategy to assist kindergarten students in using more verbal language, thereby lowering the risk of communication frustration and increasing the expression of learned knowledge. Language data usage was collected by viewing speech acts as operators in a planning system, then integrating speech acts into plans by comparing the independent variable of the use of the symbol-supported communication app to the dependent variables of knowledge of words and word combinations, knowledge of grammar, supralinguistics (inferencing), pragmatics, and practical use without exposure to the A...

International Journal of Language & Communication Disorders, 2014

Background: Understandings of 'communicative competency' (CC) have an important influence on the ways that researchers and practitioners in augmentative and alternative communication (AAC) work toward achieving positive outcomes with AAC users. Yet, very little literature has critically examined conceptualizations of CC in AAC. Following an overview of the emergence of the concept of CC and of the field of AAC, we review seven conceptualizations of CC identified in the literature. Aims: To consider the contributions and potential shortcomings of conceptualizations of CC in AAC.

Augmentative and Alternative Communication, 2010

The purpose of this study was to describe a single case of augmentative and alternative communication (AAC) implementation. Case study methodology was used to describe the perspectives of educational team members regarding AAC implementation for Joey, a high school junior with athetoid cerebral palsy. Benefits included greater intelligibility for Joey and subsequent comfort of the staff. Facilitators of Joey's AAC system use included the team's student-focused disposition and willingness to implement use of the device, Joey's increased intelligibility, peers' acceptance of the technology, and the resulting increase in Joey's socialization. Limited team cohesiveness, problem solving, and communication were the true barriers in this case. Implications of these facilitators and barriers are discussed and recommendations for school-based AAC implementation are made.

European Journal of Special Needs Education, 2010

Alternative and augmentative communication (AAC) technology is being increasingly recognised as an important means of fostering the literacy of students with significant disabilities. However, the coordinated use of AAC technology continues to challenge professionals, families and users leading to dissonant meanings and fragmented use. This paper is an attempt to inquire into, and disentangle some of, the social threads that made up the communicative environment of one first-grade student with significant disabilities-Trevor-for whom augmentative communication technology was procured. The ethnographic study reported in this paper documents the conflicting meanings of access and participation that surfaced among the multiple participants under whose guidance Trevor was required to use AAC. The paper discloses the assumptions implicit in these practices and in the conceptions of literacy enacted by different professionals. The paper notes the significance of these issues for Trevor's narrative construction of himself and concludes with implications for practitioners.