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learning disability

developmental-learning disability is difficulty understanding new or complex information and affecting communication

Communication Opportunities for Elementary School Students who use Augmentative and Alternative Communication (summary)

Communication
Opportunities
 
for
School Children
 
who
 
use
AAC

Background

Children with complex communication needs (CCN) often continue to experience educational and social barriers even after they have received appropriate augmentative and alternative communication (AAC) systems. This means that opportunities to communicate functionally need to be created and supported in the children’s natural environments including schools.

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Communication Opportunities for Elementary School Students who use Augmentative and Alternative Communication (short summary)

Communication
Opportunities
 
for
School Children
 
who
 
use
AAC

Children with complex communication needs (CCN) often continue to experience educational and social barriers even after they have received appropriate augmentative and alternative communication (AAC) systems.

It is known that in interactions involving people who use AAC the naturally speaking partner tends to be dominant and take the lead, usually by asking a lot of direct questions. Children who use AAC often have limited opportunities to initiate new topics of conversation instructions and the majority of interactions are with adults not peers.

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Communication Opportunities for Elementary School Students who use Augmentative and Alternative Communication (short summary)

Children with complex communication needs (CCN) often continue to experience educational and social barriers even after they have received appropriate augmentative and alternative communication (AAC) systems.

It is known that in interactions involving people who use AAC the naturally speaking partner tends to be dominant and take the lead, usually by asking a lot of direct questions. Children who use AAC often have limited opportunities to initiate new topics of conversation instructions and the majority of interactions are with adults not peers.

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Communication Opportunities for Elementary School Students who use Augmentative and Alternative Communication (short summary)

Children with complex communication needs (CCN) often continue to experience educational and social barriers even after they have received appropriate augmentative and alternative communication (AAC) systems.

It is known that in interactions involving people who use AAC the naturally speaking partner tends to be dominant and take the lead, usually by asking a lot of direct questions. Children who use AAC often have limited opportunities to initiate new topics of conversation instructions and the majority of interactions are with adults not peers.

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Teaching Early Numeracy Skills Using Single Switch Voice-Output Devices to Students with Severe Multiple Disabilities (summary)

Teaching
 
early
numeracy
 
using
 
single
switch
VOCAs
 
to
students
 
with
 
severe
 
multiple
disabilities

Background

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Teaching Early Numeracy Skills Using Single Switch Voice-Output Devices to Students with Severe Multiple Disabilities (short summary)

Teaching
 
early
numeracy
 
using
 
single
switch
VOCAs
 
to
students
 
with
 
severe
 
multiple
disabilities

The authors of this paper investigated the ‘effect of a systematic instructional package with individualized adaptations on the acquisition of numeracy skills’ on students with multiple disabilities. The research involved three children with severe multiple disabilities and complex communication needs (CCN) who attended a special school.

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Professionals’ and parents’ shared learning in blended learning networks related to communication and augmentative and alternative communication for people with severe disabilities (summary)

Professionals’
 
and
parents’
shared
learning

Background

People with severe disabilities (SD) often have complex communication needs (CCN) and are dependent on other to support them to be able to participate in activities of daily living. Their communication is often difficult for unfamiliar people to understand and might be supported by the use of various forms of augmentative and alternative communication (AAC). People with whom they spend a lot of time have in-depth knowledge of how to communicate with people with SD and are often very skilled communication partners.

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Professionals’ and parents’ shared learning in blended learning networks related to communication and augmentative and alternative communication for people with severe disabilities (short summary)

Professionals’
 
and
parents’
shared
learning

Researchers looked into the use of Blended Learning Networks, on-line groups consisting of parents and professionals, as a way to share learning and experience about the use of augmentative and alternative communication (AAC) with people with severe disabilities who have complex communication needs (CCN).

The groups considered a number of topics related to AAC and evaluated their experiences of the BLNs at the end of the study period.

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Evaluation of language and communication skills in adult key word signing users with intellectual disability: Advantages of a narrative task (short summary)

Advantages
of
a
narrative
task

Narrative skills are those skills needed to tell stories or recount things that have happened. The ability to use narrative depends on a wide range of language, communication and cognitive skills. The use of narrative can be a way of gathering information about language content and form in a short period of time but in the main this type of task has not been used with adults with intellectual disability (ID), particularly those who use augmentative and alternative communication (AAC).

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