Dr. Lisa Proctor, Speech-Language Pathologist and professor in the department of Communication Disorders and Sciences, shares about Augmentative and Alternative Communication, and its place in inclusive education.
It has been inspiring to watch the development of the Missouri State Bear POWER program as a vehicle for the inclusion and education of persons with intellectual disabilities. As a speech language pathologist, I work with persons who have communication needs and understand that an important aspect of being included in a community is the ability to communicate. Consequently, when working with persons with speech and language disabilities, it is important to keep in mind that the ultimate goal of services is to achieve the ability communicate in meaningful social interactions.
I would like to take this opportunity to share information about a specific area related to communication disabilities, augmentative and alternative communication (AAC). Speech and language disabilities range from mild to severe and for individuals with severe disabilities, functional spoken and written communication via conventional methods may be particularly challenging. For these individuals, (AAC) can provide a path to successful communication. For example, a person with a physical disability may not have the muscle control to produce speech or access a traditional computer keyboard, a child with an autism spectrum disorder may have limited spoken language and difficulty engaging in social interactions, and some individuals with intellectual disabilities may have delays that make face to face and spoken communication difficult. For these individuals, AAC can provide a more accessible mode of communication. These modes can range from an infant with Down syndrome using sign language to talk to her parent during storybook reading to Stephen Hawking’s use of computer generated speech to share information on astrophysics. AAC modes include gestures and signs, low technology communication boards, specialized computers that provide speech output and communication applications with speech output on mobile technology devices. Regardless of the particular mode, at its core AAC is about helping individuals to participate in their daily lives and activities (Beukelman and Mirenda, 2013).
When providing AAC services, the goal is to consider what the person using AAC needs to be able to communicate throughout his/her day. It could be greeting friends and family, making a request for a desired item, commenting on shared experiences, engaging in a conversation, or sharing information. In other words, it is about daily communication with family, teachers, coworkers, friends, acquaintances, and people in the community. Stop for a moment and think about all of the various communications you have experienced today. Who did you communicate with, what different modes of communication did you use, what did you say, and what did you hear and learn? Chances are if you are a college student you talked to friends in order to make plans, share experiences, and discuss new information from classes. An individual with speech and language disabilities, including someone using AAC, would desire the same opportunities.
Advancing technology has significantly expanded the communication opportunities available to persons with disabilities. AAC developers and manufacturers provide specialized devices and mobile technology applications that are essentially talking computers. As examples, an individual with limited physical abilities can use a single switch to access an AAC device or computer, while an individual who can’t move his/her limbs can control an AAC device or computer with his eyes. Although AAC has not traditionally been something that most people are familiar with, the inclusion of persons with disabilities is moving AAC into the mainstream. The television show Speechless is a great example of this trend. I am sure you will meet someone with communication challenges including someone using an AAC device. Please take the time to learn about the different ways people communication in order to help all individuals to participate and be included.
Beukelman, D. R., and Mirenda, P (2013). Augmentative and Alternative Communication: Supporting Children and Adults with Complex Communication Needs. Baltimore, MD: Brookes Publishing