According to the American Speech Language Hearing Association, there are over 2 million people with significant expressive language impairment who use AAC. AAC users including people with the following disorders; autism, cerebral palsy, dual sensory impairments, genetic syndromes, intellectual disability, multiple disabilities, hearing impairment, disease, stroke, and head injury.
According to the International Society for Augmentative and Alternative Communication Organization. AAC is a set of tools and strategies that an individual uses to solve everyday communicative challenges. Communication can take many forms such as: speech, a shared glance, text, gestures, facial expressions, touch, sign language, symbols, pictures, speech-generating devices, etc. Everyone uses multiple forms of communication, based upon the context and our communication partner. Effective communication occurs when the intent and meaning of one individual is understood by another person. The form is less important than the successful understanding of the message.
The types of AAC includes both low-tech and high tech. Low tech AAC includes symbol charts, PECS, and communication boards, while high tech AAC include electronic devices such computers, tablets and devices.
The following information provides resources, articles and tips on using AAC:
According to IDEA’s definition, visually impairment is defined as including blindness means an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness. There are 3 types of blindness including The types of vision impairments are low visual acuity, blindness, and legal blindness (which varies for each country): Low visual acuity, also known as moderate visual impairment, is a visual acuity between 20/70 and 20/400 with your best corrected vision, or a visual field of no more than 20 degrees.
The following articles and links provide resources on teaching students with visual impairments.
The following are articles that provide tips and resources on teaching students with visual impairments.
For a significant minority, including those with ADHD, autism and dyslexia, background noise and bright lighting in the workplace is a problem. But there are ways to improve the working environment
Maybe it’s a colleague’s booming voice, a garish, ill-chosen mural or the persistent pong of garlic from the canteen, but every workplace has its irritating quirks.
While most people can ignore such annoyances, for a significant minority it is impossible and keeping them out of work.
Background noise is commonly a problem for people with dyslexia, ADHD and autism – so-called neurodivergent conditions – while bright lighting can also be a source of stress that can be particularly acute for some people. Click here to read the rest of the story.
Publisher: Disability Scoop
Written by: Shaun Heasley
From clothing to utensils and computers, a new exhibit is showcasing the varied and increasing ways that today’s world is adapting to accommodate the needs of people with disabilities.
The display at the Cooper Hewitt, Smithsonian Design Museum dubbed “Access+Ability” includes over 70 works that highlight how design is making a broad range of experiences more inclusive.
Divided into three sections — moving, connecting and living — the exhibit features the latest in cane technology, clothing with magnets and other accessibility modifications, eye-controlled speech-generating devices and more innovations.