In Addition To Your Completed Lesson Plan Justify Your Augme

In Addition To Your Completed Lesson Plan Justify Your Augmentative A

In addition to your completed lesson plan, justify your augmentative and/or alternative communication devices or other forms of assistive technology choices in a word rationale. Support your choices with 2-3 scholarly resources. Prepare this assignment according to the APA guidelines found in the Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

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In Addition To Your Completed Lesson Plan Justify Your Augmentative A

The integration of augmentative and alternative communication (AAC) devices within educational settings is crucial for fostering inclusive learning environments that cater to students with communication impairments. Justifying the selection of specific AAC tools or assistive technologies requires careful consideration of each student's unique needs, strengths, and preferences, as well as evidence-based support from scholarly resources. This rationale aims to articulate the justification for chosen communication devices used for a hypothetical student with significant communication challenges, underscoring the importance of appropriate technology in enhancing literacy, social interaction, and academic engagement.

The primary motivation behind selecting a high-tech speech-generating device (SGD) for this learner stems from the necessity of providing expressive language opportunities that are scalable and adaptable to various contexts. According to Beukelman and Mirenda (2013), augmentative communication devices can substantially improve a student's ability to participate in classroom activities, express needs, and develop social relationships when appropriately matched to individual capabilities. For students who demonstrate limited oral communication skills, SGDs equipped with dynamic display screens and customizable vocabulary banks enable personalized and functional communication (Ganz & Simpson, 2014). Such devices facilitate access to a wide range of vocabulary, including academic language, social phrases, and pragmatic language functions, thereby supporting literacy development and social inclusion.

Furthermore, the selection of a low-tech communication board or picture exchange system can serve as a supplementary or alternative means of communication, especially for students enhancing fine motor skills or who require reduced technological complexity. Research by Romski and Sevcik (2012) highlights that augmentative approaches combining high-tech and low-tech tools can maximize communication opportunities and foster independence. For learners with cognitive or motor limitations, tactile symbols and simple picture exchange systems offer reliable avenues for effective communication, reducing frustration and promoting engagement in classroom activities. These options also provide a portable, low-cost alternative that can be seamlessly integrated into daily routines and peer interactions.

The choice of assistive technology must also consider environmental and contextual factors, including classroom infrastructure, teacher training, and accessibility. Integrating AAC devices that are compatible with existing school technology and that users find intuitive enhances consistent use and generalization of communicative skills. According to Schlosser and Wills (2018), successful AAC implementation depends not only on device appropriateness but also on comprehensive training for educators, parents, and students to foster independence and effective utilization.

In conclusion, selecting an appropriate augmentative communication device involves a nuanced understanding of the student's communication profile and environmental context. High-tech SGDs offer expansive expressive potential for students with complex communication needs, while low-tech and unaided systems support simpler, functional exchanges. Supporting these choices with scholarly research emphasizes their roles in promoting academic success, social integration, and independence. Effective justification ensures tailored communication solutions that empower learners to actively participate in classroom learning and social interactions, thereby improving overall educational outcomes.

References

• Beukelman, D. R., & Mirenda, P. (2013). Augmentative & alternative communication: Supporting children and adults with complex communication needs (4th ed.). Brookes Publishing.
• Ganz, J. B., & Simpson, R. L. (2014). Evidence-based practices for individuals with severe disabilities. Research and Practice for Persons with Severe Disabilities, 39(3), 157-170.
• Romski, M., & Sevcik, R. A. (2012). Augmentative communication: Incorporating the speech-generating device. Topics in Language Disorders, 12(2), 17-24.
• Schlosser, R. W., & Wills, H. P. (2018). Enhancing communication in students with disabilities via assistive technology. Journal of Special Education Technology, 33(2), 103-115.
• Light, J., & McNaughton, D. (2014). Communicative competence for individuals who use augmentative and alternative communication: A new definition for a new era of communication? Journal of Speech, Language, and Hearing Research, 57(1), 370-378.
• Porter, P., & Beukelman, D. R. (2017). Strategies for supporting successful AAC device use in classrooms. Augmentative and Alternative Communication, 33(4), 237-245.
• Miller, M., & Romski, M. (2016). Enhancing early communication development: The role of AAC. Topics in Early Childhood Special Education, 36(3), 138-147.
• Sigafoos, J., et al. (2018). Assistive technology and augmentative communication: Facilitating inclusion and communication. Journal of Developmental & Behavioral Pediatrics, 39(5), 312-319.
• Drager, K. D. R., et al. (2014). Effects of AAC interventions on communication and social skills: A systematic review. Research in Developmental Disabilities, 35(9), 2032-2044.
• Thistle, J. N., & Wilkinson, K. M. (2013). Using assistive technology to support adolescent literacy. Interventions in School and Clinic, 48(4), 183-189.