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Measurement of the Visual Attention Patterns of People with Aphasia (summary)

Visual
Attention
Patterns
of
People
with
language
disorder

Background

People with aphasia who use image based AAC systems rely on their vision to find their way around devices. It is necessary to better understand how people who use augmentative and alternative communication (PWUAAC) visually interact with different images used to represent messages.

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Measurement of the Visual Attention Patterns of People with Aphasia (short summary)

Visual
Attention
Patterns
of
People
with
language
disorder

Eye-tracking technology was used to analyse the way in which people with aphasia engaged with photographic visual scenes. It was found that research participants fixated particularly on human figures within the scenes. When the people in the scene were engaged with an object of interest within the picture there was greater interest shown in the object than when the person was looking directly at the camera.

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Please listen, it's my turn: Instructional approaches, curricula and contexts for supporting communication and increasing access to inclusion (short summary)

helping
young children
with
severe
disability
 
to
communicate

Four children with severe speech and physical impairments (SSPI) attended a four week summer school which used a 'language immersion' approach to language and literacy development and technology use. Their parents and carers were also involved in the programme which involved constant modelling of AAC use throughout all activities.
All four children made progress during the intervention period, but only two maintained this at follow up. Possible reasons for this are considered.


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Please listen, it's my turn: Instructional approaches, curricula and contexts for supporting communication and increasing access to inclusion (summary)

helping
young children
with
severe
disability
 
to
communicate

Background
Children who use AAC are often believed to have fewer opportunities to interact with literacy materials than their speaking peers for many different reasons; physical, environmental, technological and social. They have also often been found to be rather passive communicators, responding to others rather than initiating interactions.

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The Phonological Awareness Abilities of Children with Cerebral Palsy who do not Speak (summary)

speech
awareness
of
children
with
cerebral
 
palsy

Background
It is sometimes assumed that people who cannot speak are also unable to understand what is said to them, possibly because they haven't had the opportunity to develop an 'articulatory code' or a mental representation of words that are said to them because they have not been able to learn the motor patterns needed to use typical speech.

The Phonological Awareness Abilities of Children with Cerebral Palsy who do not Speak (short summary)

speech
awareness
of
children
with
cerebral
 
palsy

The authors compared the performance of groups of speaking and non-speaking children with cerebral palsy and a group without disabilities in a number of tasks which looked at their ability to detect, identify and manipulate the sound structure of language (phonological awareness).

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