Augmentative-Alternative Communication Strategies for Students with Visual Impairments and Additional Disabilities

Learn the foundations of communication and AAC, design lessons and identify key intervention strategies for visually impaired users getting started with AAC devices.

Students with visual impairments and multiple disabilities often require Augmentative-Alternative Communication (AAC) strategies. This instructor-led course includes discussions, lecture, videos, simulation activities, readings, and case studies to facilitate the participant’s application of integrating AAC devices into a student’s existing communication system.

The unique needs of a VI learner who is an early communicator is considered in the context of classroom-based AAC interventions to increase engagement, support meaningful communication routines, and build early and age-appropriate literacy skills.

Course Objectives

Upon completion of this workshop the participant will be able to:

  • Describe the importance of the VI learner’s hands in early play and communication.
  • List natural verbal and nonverbal prompts to support AAC independence during conversations.
  • Design a lesson using individualized topics of conversation for a student using a single-hit sequencing AAC device.
  • Identify parts of a conversation and how they apply to building scripts using AAC for early communicators.
  • Explain how a visual impairment and additional disabilities can impact access to early expressive communication exchanges.
  • Identify possible reasons an AAC system is recommended for an early communicator and key terminology surrounding AAC assessment and intervention for early communicators.
  • Describe how to use assessment information to make IEP team decisions about early AAC intervention for students who are VI with additional disabilities.
  • Identify key intervention strategies which are especially critical for a VI learner starting to use an AAC device.
  • Describe commercially available AAC devices that are appropriate for a VI early communicator.
  • Design components of an errorless routine play activity using a multi-cell AAC device or a single switch, multi-message device.
  • Explain the importance of responsive conversational partners and how to facilitate their interactions with AAC users during scripted conversations.

Other Payment Option

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Meet the Presenters

Megan Mogan, MS, CCC-SLP
Megan Mogan is a Speech-Language Pathologist at Arizona School for the Deaf and Blind, who specializes in working with students who are early communicators, including deafblind learners and VI students with multiple disabilities.

Megan Mogan has been paid by Perkins to develop this course and is also paid to be the instructor. She does not have nonfinancial relationships to disclose.

Perkins School for the Blind is approved by the Continuing Education board of the American Speech-Language-Hearing Association (ASHA) to provide continuing education activities in speech-language pathology and audiology. See the course information for number of ASHA CEUs, instructional level, and content area. ASHA CE Provider approval does not imply endorsement of course content, specific products, or clinical procedures.

This workshop is offered for 2.8 AOTA CEUs. The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA.

Read or listen to this interview with Megan!

ASHA CE Approved Provider—Perkins School for the Blind, Introductory, 2.8 ASHA CEUs

AOTA Approved Provider

Multiple weeks
2 Graduate
25 Continuing Education
25 Professional Development
2.8 ASHA
2.8 AOTA
$325 - Regular Price