This tutorial is the first in a two-part series that considers the unique needs of early communicators with visual impairment and additional disabilities (including deaf-blindness) when designing Augmentative-Alternative Communication (AAC) Systems. Factors surrounding vocabulary selection and organization, visual and tactile symbol adaptation, and use of multiple systems will be considered in the context of a collaborative, team-based approach to AAC.
Check out Student-Centered AAC Design and Intervention, Part 2 »
Participants will earn 1.5 Professional Development Points, ACVREP, CTLE, or Continuing Education credits by viewing the video and taking an online quiz. By registering for Professional Development Points, ACVREP, CTLE, or Continuing Education credits, you will be provided with a self-paced tutorial using video clips and other resources related to this topic, as well as an online test to assess your knowledge.
This is a web-based, self-guided professional development activity for TVIs, VRTs, O&Ms, Parents, Teachers of the Deafblind or Severely Impaired, and Rehabilitation Specialists.
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Learning Goals and Objectives
Upon completion of the session, participants will be able to:
- Identify common challenges that may limit AAC System use for students who are early communicators with Visual Impairment, including deaf-blindness.
- Increase awareness of best practices in collaborative teaming.
- Summarize considerations specific to a VI Early Communicator when designing student-centered AAC Systems in the following areas:
- Using Multiple AAC Systems
- Adapting and Organizing Communication Symbols
- Introduce approaches for the implementation of AAC across the school day within simple, functional routines and exchanges.