Integrating AAC into the Communication System

Description

This micro-credential is awarded to individuals who have successfully completed and passed the Augmentative-Alternative Communication Strategies for Students with Visual Impairments and Additional Disabilities online class. This online class provides participants with strategies for enhancing a student’s communication system by using AAC.

Competency

In order to earn this micro-credential participants will need to demonstrate the ability to identify the unique needs of the VI learner who is an early communicator and develop an AAC intervention plan that meets that learner’s needs.

LEARNING OUTCOMES/OBJECTIVES:

Participants will:

  1. Explain how a visual impairment and additional disabilities can impact access to early expressive communication exchanges.
  2. Identify possible reasons an AAC system is recommended for an early communicator.
  3. Describe the role of a Vision Professional in AAC assessment of and intervention for VI Early Communicators.
  4. Identify key intervention strategies which are especially critical for a VI learner starting to use an AAC device.
  5. Describe commercially available AAC devices that are appropriate for a VI early communicator.
  6. Identify a way in which consistent use of AAC systems could be facilitated between school and home settings.
  7. Identify a variety of possible communicative messages based on observation of a play routine.
  8. Identify a variety of communicative functions expressed through one’s hands.
  9. Design components of an errorless routine play activity using a multi-cell AAC device or a single switch, multi-message device.
  10. Identify parts of a conversation and how they apply to building scripts using AAC for early communicators.
  11. Explain the importance of responsive conversational partners and how to facilitate their interactions with AAC users during scripted conversations.
  12. Design a lesson using individualized topics of conversation for a student using a single-hit sequencing AAC device.
  13. Identify ways to build AAC practice and repetition into literacy routines for students who are VI with additional disabilities.
  14. Explain the strategy of “wait-time” and how to apply it to AAC intervention during a literacy lesson.
  15. Design an early literacy lesson for an early communicator using a single-message device, a sequencer device, and/or a USB switch interface.

Courses Offered

This course will offer practical AAC strategies for educators who work with early communicators with visual impairments and additional disabilities.
Professional Development Offering