Recently, I attended two separate workshops related to Alternative and Augmentative Communication (AAC). The first was Closing The Gap, and the second was regarding AAC goals & objectives and was held by the PACER center.
The following information was presented:
First and foremost, a student with an alternative communication device needs a Postivie Communication Environment. The student should not be made to feel that their device is a burden. Teachers, students, and paraprofessionals should use caution when talking in front of the student about the device. For example, a video was shown in which a student's teacher needed to move the device from one desk to antoher. The teacher proceeded to make negative comments, such as "this thing is so heavy!" and "what a hassle". When a student hears negative comments regarding his/her own communication, he/she is likely to shut down and reduce communicative attempts.
Secondly, the student will benefit greatly from modeling. Students are often expected to use their communication device, while never seeing or hearing others use it. Teachers and paraprofessionals need to be trained on how to use the device, in order to increase modeling and language input to the user.
Lastly, partner assisted scanning may be extremely beneficial to the new device user. Partner assisted scanning consists of the communication partner reading the choices along with the device as it scans. This pertains only to those users who require scanning, versus direct selection. Using partner assisted scanning allows another form of language input and may help the user learn to navigate his/her device more efficiently.
AAC can be a challenging, yet rewarding, experience for both the student and the communication partner. When the student makes the connection between communicative attempts and receiving feedback from their partner, true communication can begin.
I thought this was so interesting. I do not know much about AAC. I do not have any students on my caseload with any high tech communication devices. My caseload consists mostly of kids with language disorders, higher functioning ASD, Asperger's, articulation and fluency disorders. In my experience, I have seen staff who work with a student who has a high tech device; and the staff member never once used the device. Therefore, the student would never use it either.
ReplyDeleteI am highly interested in taking a class or attending a seminar about AAC. I know so little about it, but would love to learn more--and then apply what I have learned to helping students.
~Kim Jarvis