Part 1:

Description 

Augmentative and Alternative Communication (AAC) is a term that is used to describe a range of strategies and technologies used to support people with Complex Communication Needs (CCN) or replace alternative spoken communication to promote independent learning. Studies have shown that using assistive technology in educational settings can significantly improve learning outcomes for students with disabilities (Alper & Raharinirina, 2006). These disabilities may be congenital like cerebral palsy, autism spectrum disorder, Rett syndrome, or acquired in later life like traumatic brain injury, or neurodegenerative conditions such as motor neuron disease. By using AAC, we can support people living with these disabilities. AAC supports are commonly divided into aided and unaided modalities. Unaided modalities include gestures, pointing, vocalizations, body language, eye contact, facial expressions, and sign language. Aided modalities are those communication strategies that involve external components, and may be divided into two categories: Low-Technology Aided AAC & High-Technology Aided AAC (Norrie et al, 2021)

Misconceptions

Although there is extensive research on the benefits of AAC devices, several misconceptions remain. For example, many people misunderstand the purpose of communication as they believe it will discourage verbal communication and language development, however, studies show it will promote longer messages, lower the individualā€™s pressure to speak, and exemplify words using symbols (Small Talk Speech Therapy, n.d.).

Likewise, many people mistake the deviceā€™s accessibility and believe that it would be challenging for users who struggle with arm and hand movement, however, AAC systems usage can be customized to each person through the help of a speech-language pathologist, occupational therapists, and physical therapists (American Speech-Language-Hearing Association, n.d.).

Rationale 

The main interest of our group in creating this resource was the concept of enhancing accessibility through AAC devices. We were intrigued by the essential role that the devices play in creating an inclusive communication environment for individuals who are non-verbal. Additionally, we were also interested in the large potential the devices have on one’s self-expression and identity. Members within our group have had experience working with students who use AAC devices so the inspiration to utilize our knowledge to create a comprehensive resource was key. We aim to empower any individual who may be interested in learning about and operating AAC devices to help promote and facilitate effective and inclusive communication.

Part 2:

Big Ideas 

  • Functionality:  The variety and functionality of assistive technology tools available for different needs.
  • Encouragement of Autonomy:  Giving students with CCN an AAC device gives them the tool of self-expression. This use of self-expression can help to build confidence, personal growth and independence.

Learning Outcomes

  • Learners will understand the role of assistive technology in improving accessibility.
  •  Learners will be able to identify and describe different types of assistive technology tools.
  • Learners will express self-identity through the device.

Activities 

Throughout this activity, learners will get the experience of learning AAC devices in a practical hands-on session.Ā 

The learners will pair up and use an AAC device to try and experience inclusive communication with communicative intent. The pairs will get the opportunity to try communicating with the devices along with guiding the other learner with communicative intent. Communicative intent is a key factor in using the devices with non-verbal students. If there is no intent with the communication, the individual may have nothing to express they may not communicate (Visvader, 2013).

The Activity:

  • Each pair will engage in a task where communication and self-expression is needed. 
  • The goal is for one partner to get the task and use the device to communicate needs or thoughts to the other partner, getting experience with using and understanding the device.Ā 
  • The tasks could include ideas like:
    • Request reinstatement of a preferred activity/item
    • Refuse a non-preferred activity/item
    • Choose between two items (both preferred)
    • Choose between two items (one preferred and one non-preferred) and more than two items
    • Comment on the item and/or activity (Visvader, 2013)

Practicing these tasks on the AAC device would allow for the learner to get a real experience with real-world examples to help them better understand AAC devices and their benefits for communication and self-expression.

Assessment

All learners will be required to complete an assessment in which they demonstrate their understanding of AAC devices. You may work in groups of 2-4 people. Learners will create a project for this assessment in their preferred format such as a 15 -20 slides presentation, ~ 6 pages double spaced report, infographic, or an 8-10 minute video. Please contact your teacher for approval if youā€™d like to submit a different format.Ā 

The goal of this project is to describe the components of AAC and the devices. As a guideline and baseline requirements, please touch on:

–   ACC impact on self-expression

–   Define different types and how they help in different settings

–   Benefits of AAC devices

–   Whoā€™s qualified to use a device

–   where/when they can use it.

Please include any other details you deem relevant such as an overview, the history and growth of devices, etc. Submissions including the above requirement will be meeting expectations and learners will complete a self-assessment in which they give themself a percentage, unless the teacher strongly feels that it is inaccurate the grade will not be made lower. 

Submissions must use at least 5 references, one of which has to be an academic article/journal, and the other may be books, interviews, or gray literature (professional resources, blogs, videos, etc). You must use at least two of the below references.

All submissions must include an attached title page and reference sheet in APA 7.

Part 3:

Resources

A list of resources that your learners will need to access such as:

  • technology tools (WordPress, Etherpad, Moodle, etc)

Part. 4:

Project PlanĀ 

When we look at the guidelines for Assignment #4 (Interactive Learning Resource) we plan to divide the content/work similar to how we divided the work for our blueprint project. We plan to go more in-depth for each component of our final project using the sample to guide the format and any missing information from the blueprint.

Next Steps:

Overview

Muskan: 

  • Expand on the definition
  • Add a description of the learning context and learners including educational background and other social details
  • plans for designing for the inclusion of diverse learners using UDL and CAST principles.

Francesca:

  • Course rationale 
  • Description of the rationale for the learning theory: Cognitivist
  • Description of the rationale for the learning design: Cooperative and Experiential 
  • The rationale for technology choices

Jyoti:

  • Assessment plan
  • Formative and summative assessment activities 
  • Interactive learning activity/subtopic 
  • Resources for learner preparation
  • Learning objectives

References

Alper, S., & Raharinirina, S. (2006). Assistive Technology for Individuals with – – Disabilities: A Review and Synthesis of Literature. Journal of Special Education Technology, 21(2), 47-64. https://doi.org/10.1177/016264340602100204

American Speech-Language-Hearing Association. (n.d.). Augmentative and Alternative

Communication (AAC). Retrieved July 20, 2024, from https://www.asha.org/public/speech/disorders/aac/

Norrie, C. S., Waller, A., & Hannah, E. F. S. (2021). Establishing Context: AAC Device Adoption and Support in a Special-Education Setting. ACM Transactions on Computer-Human Interaction, 28(2), 1ā€“30. https://doi.org/10.1145/3446205 

Small Talk Speech Therapy. (2019, February 13).  AAC Myths: Bustedā€Æ

https://www.smalltalkspeechtherapy.com.au/aac-myths-busted/
Visvader , P. (2013). Paul Visvader MA CCC-SLP AAC Basics and Implementation: How to Teach Students who ā€œTalk with Technology.ā€ https://static1.squarespace.com/static/57c86c3cff7c506bc7a8fdbf/t/59f8af6c8165f512162a03b9/1509470066223/AAC+Basics+and+Implementation_+How+to+Teach+Students+who+%E2%80%9CTalk+with+Technology%E2%80%9D.pdf