| Authors:
Julie Maro and Lori
Tufte
An introduction to augmentative and alternative communication
(AAC) for students 5-10 years old is addressed in this module.
Designing
quality programs for students who have AAC needs involves engineering communication
environments, organizing and training team members, and developing appropriate
lessons and materials. Strategies for achieving these goals will be presented.
Philosophy - Using speech and language principles to
develop appropriate goals and objectives for AAC students helps practitioners
incorporate speech, semantics, syntax, and pragmatics objectives into their lessons.
- Communication is a
process.
- A team approach is critical when assessing and teaching
students how to use AAC systems.
- In representing vocabulary for students
who do not read, one must look at pictures through the eyes of a non-reader.
- Picture symbols can be used to create visual systems and aids.
- Learning
to functionally use an augmentative communication system requires a significant
investment of time.
- All students can and do communicate.
- Voice output systems should be an integral part of any student's AAC program.
- AAC systems should have a core vocabulary.
- Data keeping is a
must!
- Literacy and language activities provide a logical framework
for vocabulary selection and intervention.
- A myriad of resources
are available on the world wide web - Let's not re-invent the wheel.
- Pool and share resources with parents and colleagues whenever possible.
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