Overview of Augmentative Alternative Communication (AAC)

       Augmentative Alternative Communication (AAC) includes all forms of communication, besides oral speech, and is used to express an individual’s thoughts, needs, wants or ideas. There are many different types of AAC, ranging from unaided communication systems, such as gestures, body language, and sign language, to aided communication systems, which require tools such as voice output boards and picture symbols. As we learned in the video overview, there is a spectrum of AAC devices that range from low tech to high tech, which can be utilized depending upon the unique needs of each individual. 

Things to consider: 

1. Who are the members that should be involved in the AAC planning process? 

       If possible, it is important that all team members should be present when determining what AAC device should be used and how it should be implemented in the classroom and/or home environment. These team members should include, the student's parents, speech-language therapist, teacher, teaching assistant, occupational therapist, physical therapist, and anyone else that may be involved in this child's immediate environment. Although this is not always feasible for all team members to be present at every meeting, it is crucial that these professionals and parents maintain constant communication to ensure the device is being used effectively to support the child's needs. As noted in the overview, it is especially important that the teaching assistant be up to date on the usage of the AAC device because they usually spend as much time with the students as the teacher. In addition, the TA is usually with students during periods of the day where there are greater opportunities for socialization, such as lunch and recess. 

2. Where to begin...?

           The first step of incorporating an AAC device into a classroom would be to bring the entire team together to discuss the child's specific needs and decide how the device will be used to address those needs. It is important that each team member is on the same page about how the device will be used, including when and where.  It is also crucial that all members are knowledgeable about using the device themselves and programming the device if necessary. Furthermore, if this device is being introduced to the child for the first time, an appropriate training procedure must be put into place. The environment will also have to be manipulated in order to effectively incorporate this form of AAC into the classroom. This includes identifying and prioritizing the communication activities that occur throughout the school day and depicting the appropriate message sets on any communication boards that are specific for the student. Many communication boards come with a predetermined board, but it then must be customized for each student. 

Reflection:

     The creation of the numerous AAC devices that are now available around the world is truly an amazing thing. AAC gives those with speech/language impairments a voice, and a way to communicate that was not available decades ago. I strongly support the use of such devices in the classroom for any student that can benefit from its use. However, obtaining an AAC device and placing it in a classroom is not where the process ends. Communication is a process, it is something that is ongoing and must be supported with technology as well as techniques that are used in the classroom. For instance, there are many different forms of AAC, as shown on the PRC, Zygo, and Dynavox websites. Not all devices will work for every student, thus a device must be paired with the child based on his or her abilities and disabilities. The student must then be trained on how to use the device as well as the teachers, parents, and any professionals that will be working with the child. As the student grows and progresses, it may necessary to switch to a more complex device such as the large digital boards available through Dynavox. 

            

Planning with Technology

     The lecture last week brought up a great point, by now we all have an abundant amount of technological resources, but are we capable of organizing these tools in a way that makes them accessible to utilize in the classroom? Some examples of how we could organize these tools included:

• Vision for what the tool does 
• Deciding what the student needs most 
• Barriers (learning abilities vs. disabilities) 
• Assistive technology vs. instructional technology 
• It was noted that if the technology is assistive, a plan must be put into place
• Entire class usage vs. individual usage  

                           Organizing and Assessing the Tools in Planning

Recognition	Strategic	Affective
The what… (objects)	The how… (action)	The why… (significance)
·       Provide multiple examples	·       Provide flexible models of skilled performance	·       Offer choices of content and tools
·       Highlight critical features	·       Provide opportunities to practice with supports	·       Offer adjustable levels of challenge
·       Provide multiple media formats	·       Provide ongoing, relevant feedback	·       Offer choices of rewards
·       Support background context	·       Offer flexible opportunities for demonstrating skill	·       Offer choices of learning context
·       Examples: kurzweil, smartboard, little bird tales, bookshare, diigo, voice thread, iPad apps, youtube, vimeo, text-to-speech	·       Examples: kurzweil, popplet, prezi, edmodo, stixy, inspiration map/templates, recorded response, digital sound and pictures, self-monitoring tools	·       Examples: edmodo surveys, smartboard, non-linear slides, graphic organizers, live scribe pen, microsoft word, proloque 2go, interactive quizzes

     There are many different ways to organize and assess tools when planning in technology, but this method allows for the teacher to focus on the specific needs of the individual. I liked this format of organizing because it emphasizes that the number one priority is always the student, and the student should be provided with instructional or assistive technology that caters to his or her needs, not the other way around. In addition, I agree with the idea of intentional implementation, which is to include technology in the plan rather than simply making it an add-on. Even though there is the challenge of not always knowing how it will work for a student, it forces the teacher to create a plan for the student(s). Beginning with the student's goal in mind, leading to figuring out how this goal will be accomplished, and eventually ending with a choice of technology, based on the previously created list.

    Another noteworthy topic that was discussed in class was, if a student was constantly provided with choice, will that student always choose the "easier" choice. As a class it was decided that to prevent this issue from occurring, a teacher can present options that promote equal learning opportunities. This issue  made me realize that if a child is constantly choosing the same device, or similar devices, the teacher should take it upon his or herself to find out why the student is avoiding other educational materials. This avoidance may be due to fear of not knowing how to work a tool or how to complete a specific task. 

The Power of Assistive/Adaptive Technology

1. Disabled Bodies, Able Minds: Giving Voice, Movement, and Independence to the Physically Challenged (and Accompanying video: How Assistive Technology Enables Dreams) 

            After reading this article and watching the video on How Assistive Technology Enables Dreams, I have been reminded about the many advantages of such technology, and how alarming it is that many students are deprived from accessing these devices. As discussed in the video, even though there is an abundance of technology available for people with disabilities today, assistive technology is not implemented enough in our schools. The reasons stated were that people are unaware of what is available and that technology is not included in the planning process. In the article we heard the success stories of Susanna and Lukas, and how assistive technology has played such a crucial role in their lives. These stories should encourage educators and parents of students with disabilities to collaborate, and utilize technology whenever appropriate or necessary to prevent potential barriers for their children. As stated by the teacher at the redwood heights elementary school,” introducing children to technology early gets them better prepared and makes it easier down the road so they can spend the later years on
content curriculum."

2. A Personal Perspective on Adaptive Technology

     By: Dr. Richard Keller 

      Dr. Keller had the opportunity to be a student with a disability and a student without a disability, and therefore has seen education in both of those settings. This is a quality that makes his personal perspective on adaptive technology so useful and informative, especially for teachers. Listed below are  a few key points made in this interview by Dr. Keller that really made an impression on me. 

The Medical Model vs. The Disability Rights Movement Paradigm: 

Medical Model	Disability Rights Movement Paradigm
- Causes disadvantages to the individual	- Disability is not a personal attribute
- Reactive approach	- Proactive approach
- Desire to “fix” the person, not the surroundings	- Create things with UD principles in mind

Terminology: Assistive Technology vs. Adaptive Technology: 

“Assistive”	“Adaptive”
- Related to medical model	- Changing the technology, not the person
- Technology will make a person whole or complete	- Location of the disability is not within the person, but somewhere between the interaction of completing a task
- The person with a disability “needs help”	- A tool that works specifically for the person

Using Technology, Negative Aspects vs. Positive Aspects:

Negative	Positive
- Labeled as having a disability	- Feeling of independence and freedom
- Makes the person stand out as being different	- Ability to do what you want when you want
- Psychological/social issues	- Having the ability to do something after losing the power to do so

3. Adapting Classrooms for AT Users: Challenges and Solutions 

            The goal of this video was to prove that making adaptations in the classroom for children with disabilities is not as difficult of a task as it may seem. Listening to the students’ stories about how they were unable to fully participate in their local public schools truly depicts the hardships that these students faced. The presenters discussed the idea of partial participation, and how teachers must take a positive approach and look at what a student can do rather than what he or she cannot do. I believe this video painted an accurate view of how many teachers or school administrators’ focus on students’ disabilities rather than their abilities. I also think the speakers were correct in stating that teachers are more worried about their students’ safety and are lacking the knowledge about assistive technology. The presenters went on to discuss how teachers can give students an active role in the classroom rather than "making them sit on the sidelines." A few examples that stood out to me as making a big difference with minimal effort had to do with promoting class participation and configuring classrooms in a proactive way. The first was an  example of a student that was unable to verbally respond during choral reading class activity, so she had a switch that she could press that spun a fan with streamers. This was extremely simple to create but gave her an active role in the class. The second example was making sure the classroom furniture is positioned for easy access and maneuverability. Small steps can be taken to ensure this accessibility  such as lowering a keyboard, or using blocks to raise a computer monitor. 

    Overall, the takeaway of this video was that teachers and educators must look at accessibility with an open and creative mind. As opposed to being closed minded and preventing their students from engaging in the activities that the rest of their classmates are taking part in. A quote made by Dr. Keller in his interview correlates very well with the overall message of this video, “My greatest hope would be that we can shift the way that people think about disability, the attitudes that non-disabled people still seem to carry around about disability.”