AAC Camp as an Alternative School-Based Service Delivery Model: A Retrospective Survey

School-based speech-language pathologists are obligated to apply evidence-based practice and document progress of their students’ response to intervention in compliance with federal law. The purpose of this preliminary study was to explore the effects of an augmentative and alternative communication (AAC)–based intervention provided in a camp format and begin the exploration of examining strategies to monitor and document progress. Through the use of a survey, data were also collected regarding the demographics of camp attendees and their response to the camp-based intervention model. Results indicated children with autism and intellectual disability comprised a significant portion of the children referred for this type of intervention, and positive gains were documented both in the areas of communicative behaviors and pragmatic use

Tracking social connection versus isolation in aphasia

The World Health Organization’s assertion that “health is more than the absence of disease” (WHO, 2001) is relevant to clinicians serving persons with aphasia (PWA). In the framework proposed by the WHO’S International Classification of Functioning, Health and Disability (ICF) (WHO, 2001) contextual and personal factors are presented as key parts of a model that describes functioning in the context of life with some type of disability. For PWA, life with reduced access to spontaneous and effortless use of language skills represents a daily challenge, but the impact is more far reaching than reductions in language use. Social networks reduce after aphasia, thus narrowing the field of communication opportunities and possibly leading to social isolation (Hilari & Northcott, 2006; Vickers, 2010). This reduction may be a critical clinical factor because social networks are tied to health, well-being and longevity. Further, post stroke depression is a compounding factor, especially when aphasia is present(Thomas & Lincoln, 2008). A variety of national and international policies support the clinical investigation of social networks. First, evidence based practice calls for clinicians to consider client perspectives and values (ASHA, 2005) . Also, the international Commission on Accreditation of Rehabilitation Facilities (CARF, 2012) sets standards for a variety of program areas, including medical rehabilitation. CARF mandates that qualifying rehabilitation programs offer services uniquely designed for stroke survivors that result in the improvement of the quality of life, increase of life participation, and reduction of activity limitations. Therefore, having a brief and easily accessible instrument to investigate the PWA’s sense of social connection versus social isolation could encourage more frequent attention to this aspect of functioning during the rehabilitation process. Such a tool may also provide aphasia group leaders and program directors or specialists with a valuable and quick way to track outcomes related to PWA’s participation in programming designed to meet their needs, thus providing support for ongoing programming and development of programs

Teaching To Trouble: Critical Book Reviews as Pedagogy to Interrogate Education Praxis

How might education professors disrupt traditional curriculum and teaching practices that teach future teachers to label, segregate, and marginalize students with disabilities? The Disability Studies in Education (DSE) approach grounds practice on the perspectives of people with disabilities and challenges practices that isolate and de-humanize individuals. The pedagogy for eliciting critical book reviews using a DSE perspective is described

Challenging the Achievement Gap by Disrupting the Concept of “Normalcy”: The Complete Essays

Using a Disability Studies in Education lens, we will share position papers and discuss strategies to guide preservice and inservice teachers to challenge the paradigms, policies, and practices that lead to presumptions of failure of America’s Pre-K-12 children. In this volume, professionals who prepare future teachers in general and special education and communication sciences and who work with children and adults with disabilities share their observations and concerns about their respective disciplines. We argue that a Disability Studies in Education (DSE) perspective offers a way to (a) ground policy and practice in the experiences [and] perspectives of people with disabilities, (b) challenge practices and policy that isolate and de-humanize individuals, and (c) lead to new questions to pose