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CSD 823X Augmentative and Alternative Communication
Team 1: Breanna Allor and Andrea Ryba
February 1, 2012

Integrating Augmentative Communication in the School Curriculum
1. Length of Presentation 25 minutes including final quiz.
2. There will be a quiz of 5 questions given out at the beginning of the presentation, with the answers given at the end. The quiz will be on a handout, with the answers written somewhere (upside down, other side, etc....)

3. Presentation should be rich in audiovisual content: e.g., video, slides, handouts. The materials can be presented in PowerPoint format with video and audio and animations, etc.

4. The presentation, including video files, can be put on a CD-ROM and distributed to fellow students.

5. While you are preparing your presentation, you are encouraged to place materials, including this Prolegomena, on the web, through our web site. This is an important part of our course, since it fosters team participation.

6. Rehearse and time your presentation. JBE will be forced to use the "HOOK" if you go over even by 1 nanosecond!
A.    Introduction
a.    Role of language in schools
b.    Role of SLP in incorporating AAC in classroom
i.    Need for SLPs in this area
B.    Types of AAC used in school setting
a.    Manual communication/gestures/sign language
b.    PECS
c.    Picture boards
d.    Electronic devices

C.    System selection
a.    Student’s physical and cognitive abilities
b.    Participation
c.    Appropriate vocabulary & pictures vs. words
D.    School placements
a.    Advantages and Disadvantages
i.    Specialized schools
ii.    Special education classrooms
iii.    LRE – general education
E.    Collaboration
a.    Staff training
b.    Family training
c.    Roles within the team
i.    Student and family
ii.    Educating teachers, special education teachers, administrators, paraprofessionals
iii.    OT, PT, psychologist, social worker

F.    Goals and objectives
a.    IEPs and incorporating familial attitudes
G.    Social supports through peer education
a.    Promoting social interaction – social groups
b.    Peer education – providing in-services
i.    Answering the question: How do I communicate with someone who uses AAC?
H.    Funding
a.    Costs of implementing AAC
b.    How to obtain funds

I.    Conclusion

Adamson, L.B, Bakeman, R., & Deckner, D.F. (2004). The development of symbol-infused joint engagement. Child Development, 75(4), 1171-1187.

Calculator, S.N. (2009). Augmentative and alternative communication (AAC) and inclusive education for students with the most severe disabilities. International Journal of Inclusive Education, 13(1), 93-113.

Fujino, H., & Heejung, N. (2010). Usage of augmentative and alternative communication (AAC) systems in special schools for children with intellectual disabilities: Current status. Japanese Journal of Special Education, 48(3), 181-90.

Hasselbring, T.S., & Glaser, C.H.W. (2000). Use of computer technology to help students with special needs. Children and Computer Technology, 19, 102-22.

Hetzroni, O.E. (2003). A positive behaviour support: A preliminary evaluation of a school-wide plan for implementing AAC in a school for students with intellectual disabilities. Journal of Intellectual & Developmental Disability, 28(3), 283-296.

Hustad, K.C., & Miles, L.K. (2010). Alignment between augmentative and alternative communication needs and school-based speech-language services provided to young children with cerebral palsy. National Institute of Health, 4(3), 129-140.

Meaningful exchanges for people with autism: An introduction to augmentative and alternative communication. (2006). ProQuest Research Library, 86(11), 1568.

Mezzomo, H.A. (2011). Augmentative and alternative communication systems in the classroom. ProQuest Dissertations & Theses (PQDT).

Soto, G., Muller, E., Hunt, P., & Goetz, L. (2001). Professional skills for serving students who use AAC in general education classrooms: A team perspective. Language, Speech, and Hearing Services in Schools, 32, 51-56.

Villa, R.A., Thousand, J.S., Nevin, A., & Liston, A. (2005). Successful inclusive practices in middle and secondary schools. American Secondary Education, 33, 33-50.