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Prolegomena

CSD 823X Augmentative and Alternative Communication
Team 4:  Rebecca Cooper and Kathleen Murphy
February 1, 2012
Topic: AAC for Persons with Hearing and Visual Impairments

Format
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!
Content
I. Introduction
a. Brief definition of visual and hearing impairments
II. Etiologies
a. Descriptions of etiologies of visual and hearing impairments
b. Hearing impairments
i. Congenital
ii. Acquired
c. Visual impairments
i. Congenital
ii. Acquired—traumatic
iii. Acquired—degenerative
d. Combined visual and hearing impairments—“deafblindness”
III. Types of AAC Available
a. Hearing impairments
b. Visual impairments
c. Deafblindness
IV. Special Considerations
a. Deaf culture
b. Concomitant syndromes that might have impact on health and cognition
V. Conclusion
a. Recommendations for best practice
Resources

Beukelman, David, and Mirenda, Pat, Augmentative and Alternative Communication: Supporting Children and Adults with Complex Communication Needs, Third Edition, Paul H. Brookes Publishing Co., Baltimore, 2005.

Blischak, D.M (1995). Thomas the writer: Case study of a child with severe physical, speech, and visual impairments. Language, Speech & Hearing Services in Schools, 26(1): 11-20.

Bruce, S.M., Trief, E., & Cascella, P.W. (2011). Teachers’ and speech-language pathologists’ perceptions about tangible symbols intervention: Efficacy, generalization, and recommendations. AAC: Augmentative & Alternative Communication, 27 (3): 172-182.

Laplante- L’evesque, A., Hickson, L, & Worrall, L. (2011). Predictors of rehabilitation intervention decisions in adults with acquired hearing impairment. Journal of Speech, Language, & Hearing Research, 54 (5): 1385-1399.

Pizzo, L. & Bruce, S.M (2010). Language and play in students with multiple disabilities and visual impairments or deaf-blindness. Journal of Visual Impairment & Blindness, 104 (5): 287-297.

Raghavendra, P., Bornman, J., Granlund, M., & Bjorck-Akesson, E. (2007). The world health organization’s international classification of functioning, disability, and health: Implications for clinical and research practice in the field of augmentative and alternative communication. AAC: Augmentative & Alternative Communication, 23 (4): 349-361.

Trief, E., Bruce, S.M., & Cascella, P.W. (2010). The selection of tangible symbols by educators of students with visual impairments and additional disabilities. Journal of Visual Impairment & Blindness, 104 (8): 499-504.


Dr. James Nuttall, East Lansing, MI