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Augmentative and alternative communication and literacy teams: facing the challenges, forging ahead
Karen A Fallon1, Lauren A Katz
1Department of Audiology, Speech-Language Pathology, & Deaf Studies, Towson University, Towson, Maryland 21252, USA. kfallon@towson.edu
Seminars in Speech and Language
|July 23, 2008
Summary
Developing literacy skills for augmentative and alternative communication (AAC) users requires expert literacy teams. Challenges include limited resources and inadequate professional preparation for these specialized educational needs.
Area of Science:
- Speech and Language Pathology
- Special Education
- Assistive Technology
Background:
- Literacy development for individuals using augmentative and alternative communication (AAC) is crucial.
- Effective literacy instruction necessitates collaborative teams with expertise in language, literacy, and AAC.
Purpose of the Study:
- To discuss challenges faced by school-based literacy teams serving students with complex communication needs.
- To evaluate professional expertise in AAC and literacy assessment and intervention.
- To explore future goals for advancing literacy services for AAC users.
Main Methods:
- Review of current research on AAC and literacy.
- Discussion of issues and challenges in school-based literacy services.
- Exploration of future directions for literacy teams.
Main Results:
- Literacy teams face challenges such as limited participation in conventional activities, lack of resources, and insufficient professional preparation.
- Evaluating professional expertise is vital for improving literacy services.
- Current practices highlight significant barriers to effective literacy development for AAC users.
Conclusions:
- Enhancing professional expertise and resources is essential for effective literacy support.
- Collaborative efforts are key to advancing school-based literacy services for students who use AAC.
- Addressing identified challenges will improve reading and writing outcomes for AAC users.
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