Augmentative And Alternative Communication Systems - Reflections

1. Describe the different communicative needs of person with disabilities

It may be necessary to adapt the way you communicate when the person you are communicating with use’s English as a second language, has a Hearing impairment/deaf, Medical problem, disability, Special educational needs, Poor vision or blind. When we are communicating with children and young people with it is important to use the following:

•Speak clearly and appropriately when communicating.
•Slow your speech if necessary.
•Use visual aids such as pictures, photograph or flashcards. 

•Use a translator if necessary.
•Use sign language.
•Maintain good eye contact and use positive body language. 

•Use facial expressions and hand gestures.

Someone who is deaf or hard of hearing, Be sure to face the person when speaking, speak slowly or you may need to use sign language if you know how to do it and Avoid using facial expressions e.g., a frown as this could upset them and make them think that something is wrong. Children and young people with autism, they can find it easier to understand the world around them through visual aids. Teachers may use a visual timetable showing times and simple drawings of the activities, so that the child or young person knows exactly what they will be doing and when. A child or young person how has Poor vision or blindness, you should address the visually impaired child or young person by their name when talking to them, If a child has some useful vision, move them closer to the front of the class so they can see you and the board more clearly, don't be afraid to ask what an object looks like as this will help you to understand how much they can see. Someone who does not speak English well, you will need to speak slowly, may need to re-explain using different words may need a translation or use visual aids. 

1. Discuss the basic approaches to meeting these differing needs

By the year 2000, more than 30 percent of the U.S. population will have a racial- or ethnic-minority background (Office of Ethnic Minority Affairs, 1995). If the children of those families were evenly distributed across the nation's classrooms, a hypothetical class of 30 children would have 10 students from racial- or ethnic-minority groups; of these 10, six children would belong to families for whom English is not the home language, and two to four children would have limited English proficiency (National Center for Research on Cultural Diversity and Second Language Learning, n.d.). Although the United States traditionally has been a culturally and linguistically diverse nation, today's schools have an increased awareness of the need to acknowledge and address issues of diversity. Children with special needs also are increasingly represented in general education classrooms. Federal laws relating to children with disabilities, such as the Education for All Handicapped Children Act (Public Law 94-142), specify that all students who have disabilities are entitled to a free, appropriate public education, regardless of skill levels or severity of disability, in the least-restrictive environment possible. Questions and answers relating to the Individuals with Disabilities Education Act Amendments of 1997 can help schools that are trying to conform to the requirements of this recent legislation. Federal law dovetails with attempts to incorporate disabled students in regular classrooms, from some type of mainstreaming (which brings students with disabilities into regular classrooms for some classes) to full inclusion. These efforts make students with disabilities more visible in every type of school setting, including the early education classroom.

1. Recognize the needs that individuals have for conversation and for graphical output such as writing, mathematics and drawing

A Specific Learning Disability (usually abbreviated to LD) means a disorder in one of more of the basic psychological processes involved in understanding or in using language (spoken or written), which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations. It also includes directional confusion, sequencing difficulties, and short-term memory retention problems. These problems are NOT primarily due to visual, hearing or motor handicaps, NOR due to mental retardation, emotional disturbance, or because of environmental, cultural, or economic disadvantage. The individual is considered to have a LD if achievement is not commensurate with age and ability levels in one or more of the above specific areas when provided with learning experiences appropriate for age and ability levels.

1. Describe the major characteristics of alternative and augmentative communication devices

Augmentative and alternative communication (AAC) includes all forms of communication (other than oral speech) that are used to express thoughts, needs, wants, and ideas. We all use AAC when we make facial expressions or gestures, use symbols or pictures, or write. People with severe speech or language problems rely on AAC to supplement existing speech or replace speech that is not functional. Special augmentative aids, such as picture and symbol communication boards and electronic devices, are available to help people express themselves.

1. Describe current approaches to speech output in assistive technologies

Assistive technology products are designed to provide additional accessibility to individuals who have physical or cognitive difficulties, impairments, and disabilities. When selecting assistive technology products, it is crucial to find products that are compatible with the computer operating system and programs on the particular computer being used. Below are descriptions of the various types of assistive technology products that are currently available on the market today. You may also want to use a tool to identify the right type of assistive technology that might be useful

1. List and describe the major approaches to rate enhancement and vocabulary expansion

Augmentative and alternative communication is typically much slower than speech, with users generally producing 8–10 words per minute. Rate enhancement strategies can increase the user's rate of output to around 12–15 words per minute, and as a result enhance the efficiency of communication. There are two main options for increasing the rate of communication: encoding and prediction.

1. Describe the major assessment questions that must be asked and answered in determining the most appropriate augmentative and alternative communication device for an individual user

A primary purpose of AAC is often viewed as supplementing or augmenting the effectiveness with which individuals communicate through their existing methods of communication. These methods may be efficient and effective with some communication partners in certain situations and thus may be retained as additional methods of communication are introduced. For example, an adult with cerebral palsy may produce speech that is easily understood by familiar partners but poses great difficulty for those who are less familiar with the person.

1. Discuss the major goals for and the significance of training in augmentative and alternative communication device use and communicative competence

AAC refers to an area of research as well as a set of clinical and educational practices (ASHA, in press). The knowledge and skills that are viewed as minimal and necessary requisites for competent practice in this area have been published separately. This technical report includes a review of the scientific foundation for the knowledge and skills.