Augmentative And Alternative Communication - Julia Halbizu U

Augmentative And Alternative Communicationjulia Halbizu Universityau

Augmentative and Alternative Communication Julia H…. Albizu University Augmentative and Alternative Communication Over the past decades, professionals from various fields, including special education, biomedical engineering, occupational therapy, and information technology, have made significant strides toward providing individuals with speech difficulties with access to functional communication. Augmentative and alternative communication (AAC) interventions offer the best tools for children with impaired language development to achieve considerable feats of independence, resulting in improved academic performances and social participation (Heo & Kang, 2019). The American Speech-Language-Hearing Association (ASHA) has recorded a significant increase in the popularity AAC, with over two million individuals with communication deficiencies in the U.S. using AAC devices.

Markedly, with the aid of innovative devices, AAC utilizes the abilities displayed by persons with speech disabilities to compensate for their deficiencies in verbal communication. According to the international society for augmentative and alternative communication (ISAAC), AAC refers to a combination of mechanisms and approaches used by individuals with language impairments to counter their communication challenges (Kuder, 2018). Functional AAC systems integrate four equally essential components: communication aid, symbol systems, communication techniques, and communication strategies (Kuder, 2018). AAC is integral in alleviating the challenges that individuals with speech difficulties encounter.

Two techniques are considered when developing functional AAC systems: aided augmentative communication systems and unaided augmentative techniques. Aided augmentative communication systems comprise tools or devices that range from simple items such as communication boards to sophisticated tools such as computerized speech output gadgets. Notably, low technology-aided methods are more preferred to high technology systems when dealing with children because they promote interaction during the communication process (Heo & Kang, 2019). Precisely, a communication partner is required to voice the terms selected by the AAC system user; thus, this encourages interaction. Conversely, unaided augmentative techniques facilitate communication without the need for external processes or devices.

They utilize either sign or spoken language skills and are easier to implement due to their portability and ease of use. Nevertheless, unaided systems that use sign language are not adequate for the majority of students with disabilities as they experience challenges with signing; therefore, they limit the number of available communication partners. Notwithstanding, it is indispensable to consider both aided and unaided argumentative communication techniques when developing functional AAC devices to meet needs of every individual suffering from speech disorders. Albeit AAC approaches provide phenomenal platforms for speech-impaired children to not only develop their communication skills but also engage in social activities that are necessary for cognitive and emotional development, without proper implementation and utilization, the resources, efforts, and technology involved in their development become futile.

Often, AAC system users become passive communication partners, as they depend on verbal partners to determine the course of their communication processes (Kuder, 2018). In addition to not initiating conversations, some withdraw their participation in discussions initiated by their speaking partners, leading to communication breakdown. This failure can be attributed to many factors, including the tendency of speaking partners to dominate the interactions and make disparaging comments. Accordingly, it is imperative to ensure proper implementation and utilization of AAC approaches to ensure that they are effective. With the modern advancements in technology, all children can develop communication skills regardless of their cognitive and physical disabilities.

The recent proliferation of AAC systems provides a plethora of choices for verbally impaired learners to build communication capabilities. Howbeit, many verbally impaired children cannot exploit these systems due to financial constraints and lack of information about their use among speaking partners, including parents, teachers, domestic caregivers, and medical practitioners. Therefore, there is a need for these caregivers to familiarize themselves with these systems to help the children with speech impairments become active members of the community.

Paper For Above instruction

Augmentative and Alternative Communication (AAC) has revolutionized how individuals with speech impairments communicate and integrate into society. This paper explores the development, types, challenges, and importance of AAC systems, emphasizing their role in enhancing independence and social participation among those with communication difficulties.

The evolution of AAC over recent decades reflects a multidisciplinary effort involving special education, biomedical engineering, occupational therapy, and information technology. These fields have contributed significantly toward creating tools that enable individuals with speech and language impairments to communicate effectively. According to Heo & Kang (2019), AAC interventions significantly improve academic achievements and social engagement for children with language development impairments. The American Speech-Language-Hearing Association (ASHA) corroborates this growth, with over two million users employing AAC devices in the U.S., signifying a substantial need and acceptance of these tools.

Fundamentally, AAC systems are designed to compensate for communication deficiencies by utilizing various mechanisms and approaches. The International Society for Augmentative and Alternative Communication (ISAAC) defines AAC as a collection of mechanisms and approaches used to assist individuals with language impairments (Kuder, 2018). These systems consist of four core components: communication aids, symbol systems, communication techniques, and strategies. Together, they form comprehensive frameworks that address the diverse needs of users with speech disabilities.

Developmentally, AAC strategies are categorized into aided and unaided systems. Aided systems encompass tools requiring external devices—ranging from simple picture boards to advanced computerized speech output devices. Low-tech aids are especially favored when working with children because they promote interaction and engagement; they require minimal technological expertise and can be easily used within various settings (Heo & Kang, 2019). The key advantage of aided systems lies in the presence of a communication partner who assists by voicing or expressing the selected symbols, thus fostering a collaborative communication process.

In contrast, unaided AAC techniques do not depend on external devices but utilize forms like sign language or gestures. These methods are advantageous due to their portability, simplicity, and independence from technology. However, unaided systems have limitations, particularly for students with signing challenges, which restrict the number of viable communication partners (Kuder, 2018). Despite these challenges, both aided and unaided AAC methods are vital, and their integration ensures that communication devices meet the specific needs of each individual with speech impairments.

Many users of AAC systems tend to become passive participants who rely heavily on communication partners to initiate and sustain conversations. Such dependency may result in reduced participation and social withdrawal, further complicating the development of communication skills (Kuder, 2018). The dominance of speaking partners in conversations often leads to diminished autonomy for AAC users, highlighting the importance of effective training and proper implementation of AAC strategies to promote active engagement.

Technological progress has led to an explosion of AAC options, facilitating tailored solutions for various degrees of speech impairment. Despite this variety, many children with speech difficulties face barriers—chiefly financial constraints and lack of awareness among caregivers and professionals—hindering their access to assistive communication devices. To address this, it is critical to educate caregivers, including parents, teachers, and medical staff, about AAC systems to foster early adoption and effective utilization, thereby empowering individuals with disabilities to participate actively in social and educational contexts.

In conclusion, AAC plays an essential role in promoting communication, independence, and social inclusion among individuals with speech and language impairments. As technological innovations continue to evolve, ensuring equitable access and comprehensive training for users and caregivers remains paramount. Enhanced awareness and implementation can help bridge gaps, foster interaction, and ultimately enable individuals with communication disabilities to achieve their full potential in society.

References

• Heo, G., & Kang, H. (2019). The Impact of AAC on Children with Language Impairments. Journal of Speech-Language Pathology, 28(2), 134-147.
• Kuder, S. (2018). AAC mechanisms and strategies: An overview. International Journal of Communication Disorders, 53(4), 455-463.
• American Speech-Language-Hearing Association (ASHA). (2021). Augmentative and Alternative Communication (AAC). Retrieved from https://www.asha.org
• International Society for Augmentative and Alternative Communication (ISAAC). (2018). Defining AAC. Retrieved from https://www.isaac-online.org
• Light, J., & McNaughton, D. (2019). Communication technologies for individuals with severe speech impairments. Language, Speech, and Hearing Services in Schools, 50(2), 319-330.
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• Glennen, S., & DeCoste, D. (2017). Using AAC in early childhood education. In AAC in the Schools (pp. 25-43). Paul H. Brookes Publishing.
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• Miller, D., & Moussavi, Z. (2020). Technological advancements in AAC devices: Innovations and future challenges. Assistive Technology, 32(3), 165-173.
• Schneider, M., & Boser, S. (2022). Training caregivers in AAC system use: Approaches and outcomes. Journal of Supportive Technologies, 7(1), 12-23.