We’re exploring a fantastic resource dedicated to it. It’s a blog about a blog! Welcome to our special feature on PRAACTICAL AAC, a treasure trove of knowledge developed by my friend and AAC guru, Dr. Carole Zangari.
This summer we are busy updating both our Classroom Communication Goals Grid and the Communication Supports Checklist for Special Education Teachers. Both of these tools consider literacy learning for students with special needs. We are concerned with literacy development because communication is not just expression by speech or AAC and listening, but is equally dependent on writing and reading skills.
Dive into our exciting exploration of how Joint Action Routines (JARs) can be a game-changer in the world of augmentative and alternative communication (AAC).
When we think of “baby talk,” also known as “infant directed speech” or “motherese,” we tend to all imagine the same pattern of speech.
For too long, stimming has been misunderstood and discouraged in academic settings. It can even be a primary reason for device abandonment or restrictive access to a communication device. But the truth is, we can reframe these "stimming" behaviors as actions that allow many students to learn and thrive. We just need to find supportive strategies to help us and them thrive!
More and more, we are finding ways to use AAC as supplementation even for students with less severe needs for both language and articulation therapy!
