Mainstream Tablets as Speech Generating Devices: Considerations in Decision Making

In the last several years, the field of augmentative and alternative communication (AAC) has seen significant technological advances that are both innovative and exciting. One of the main advances in technology comes in AAC applications on mainstream tablet devices like iPads. Tablet devices with AAC applications are being explored as an alternative to dedicated speech generating devices due to cost and convenience. But, before choosing between a mainstream tablet AAC device and a dedicated AAC device, there are several foundational elements of AAC to be understood. All of the AAC basics and considerations should be part of the assessment process that determines the most appropriate device for an individual in need of an AAC device because not all devices work for everyone. Language representation method, vocabulary organization, and hardware differences are some of the main foundational elements of AAC that should be considered in the assessment process. Once the basics are established, considerations such as cost, insurance coverage, available accessories, and social factors must be explored before choosing between the devices. Overall, it is important to consider all aspects of AAC when choosing an appropriate device for an individual

Expert perspectives on using mainstream mobile technology for school-age children who require augmentative and alternative communcation (AAC): a Policy Delphi study

Despite legislation in the U.S.A requiring the use of assistive technology in special education, there remains an underutilization of technology-based speech intervention for young students who require augmentative and alternative communication (AAC). The purpose of this Policy Delphi study was to address three guiding research questions that relate to the feasibility of using mainstream mobile technology, facilitative actions, and stakeholder roles for implementation and utilization of AAC in elementary school settings. Data were collected in two rounds of questionnaires given to experts in special education, assistive technology and speech and language pathology, with experience in AAC. Round 1 included 19 participants, 14 of whom also completed the Round 2 questionnaire. The results indicated that a very strong case can be made that mainstream mobile devices have several advantages over traditional AAC systems, not only in their affordability, but also transparency and social acceptance by providing an ideal medium for inclusion in mainstream settings. A challenge that confronts AAC innovations is the tendency to focus on the technology instead of pedagogical, social and therapeutic goals. Until a perfect AAC system becomes available for mainstream mobile devices that meet individuals’ communicative, educational and physical needs and personal preferences, it is apparent that multimodality will continue to be the model. The utilization of mainstream mobile technology for AAC necessitates certain facilitative actions and stakeholder responsibilities. Team collaboration is essential in supporting AAC use and, when applicable, facilitating the inclusion and mainstreaming of students who use AAC in the general education setting

Design and Development of Symbol Based Services for Persons with Complex Communication Needs

Augmentative and alternative communication (AAC) supports communication process of people who have communication disabilities and is based on the use of symbols. Multidisciplinary research is undertaken aiming to explore and create interoperable and scalable symbol based communication services for different user devices. The paper introduces model of the platform architecture for developing and deploying symbol based communication services and describes a model of adaptive symbol based AAC application

Emerging issues and current trends in assistive technology use 2007-1010: practising, assisting and enabling learning for all

Following an earlier review in 2007, a further review of the academic literature relating to the uses of assistive technology (AT) by children and young people was completed, covering the period 2007-2011. As in the earlier review, a tripartite taxonomy: technology uses to train or practise, technology uses to assist learning and technology uses to enable learning, was used in order to structure the findings. The key markers for research in this field and during these three years were user involvement, AT on mobile mainstream devices, the visibility of AT, technology for interaction and collaboration, new and developing interfaces and inclusive design principles. The paper concludes by locating these developments within the broader framework of the Digital Divide

A grounded theory of Internet and social media use by young people who use augmentative and alternative communication (AAC).

PURPOSE: This paper presents a conceptual grounded theory for how young people with a diagnosis of cerebral palsy who use augmentative and alternative communication (AAC), perceive using the Internet and social media. The aims of the research were to understand and contextualise their perceptions of access and use and explore implications for self-representation and social participation; to date literature on this topic is limited. METHOD: A constructivist grounded theory research approach concurrently collected and analysed interview data from 25 participants (aged 14-24 years) who use AAC and additional sources. RESULTS: A conceptual grounded theory was developed around an emergent core category that showed young people who use AAC have a clear desire to use the Internet and social media. This was underpinned by eight supporting categories: reported use, described support, online challenges, access technology, speech generating device (SGD) issues, self-determination, self-representation and online social ties. CONCLUSION: The conceptual grounded theory supports understanding of facilitators and challenges to use of the Internet and social media by young people with a diagnosis of cerebral palsy who use AAC. The grounded theory illustrates how the desire to use the Internet and social media is based upon perceived benefits for enriching social relationships and enhancing opportunities for self-representation and self-determination that are synonymous with identified antecedents for community-based social inclusion. Some of the participants are engaging with the Internet and social media through collaborative practice and the implications for how this phenomenon may impact on orthographic literacy and the personal care workforce are raised