E-kolegij: Level 1, Section: Introduction

Main course page

Level 1 - Fundamentals of AAC
- This level introduces the concept of AAC and how symbols can help those with limited or no speech and language skills.
  The following topics will help you:
  
  Explore what we mean by AAC and consider why and how we use it.
  
  Discover how symbols are used on AAC devices and systems.
  
  Think about Low Tech Access and single message progressing to tablet use
  
  Identify some AAC systems and devices
  
  Develop steps to successful AAC Interactions.
- Poveznica
  
  AAC Glossary Poveznica
  
  Glossary items will continue to be added over time. The list will include vocabulary linked to Assistive Technology, Speech, Language, Literacy and Augmentative and Alternative Communication (AAC)
- Test your knowledge
- Please work through the topics below in the order they are provided, unless you feel confident that you know the subject.
  
  Select individual arrows beside the topic heading or 'Open all'. This action will show one long page of content. The arrows and titles work like a toggle to open and close sections. When you have finished a topic you may find it easier if you close that section before you move onto the next one.

Introduction

Introduction
- This is an Introduction to Level 1 where we will
  
  Think about the difference between speech and language and what communicaton means
  
  Consider the overlaps between the three components
  
  Discuss early communication tips
  
  Remember the importance of listening skills
  
  Share how communication can be encouraged at a young age.
- Three interlinking Components
  
  There are three key concepts or components to remember when we talk about AAC. These are Speech, Language and Communication.
  
  Speech refers to the sound of spoken language.
  
  Language refers to a whole system of words and symbols—written, spoken or expressed with gestures and body language—that is used to communicate meaning.
  
  Communication “is fundamental to children’s development; children need to be able to understand and be understood. Communication is the foundation of relationships and is essential for learning, play and social interaction.” Quote originally from the Communication Trust now Consortium (UK).
  
  *Some Signs and Symptoms when "children and young people have challenges with talking and understanding words"
- Activity - Understanding Speech, Language and Communication
  
  Drag the words to the appropriate column - You may find overlaps and you may not agree where a word should be placed! Some could be in two places, but only one position is allowed in this case.
- Its not all about speech !
  
  This YouTube video is an exchange of thoughts that might make you smile! Make some notes in your reflective journal about what you think are the most important types of interactions that are taking place.
- More tips to encourage language
  Between 12 to 36 months most toddlers will start on the exciting journey of learning the languages around them. They can usually name the people in their family, point to pictures and objects as they are said and experiment with two to four, or more, word sentences. They follow simple instructions and will copy words that are used by others to express their needs and wants. or just for the fun of talking.
  
  When language does not develop during these times there are many professionals who can help with delayed communication skills and in a YouTube video a Speech and Language Therapist (also known as a Speech Therapist, Pathologist or Logopedist in some countries) provides five tips for encouraging a toddler's language. Which ones do you feel familiar with?
- Activity - Encouraging communication
  
  This activity is all about us! Think about how we make sure we are helping to make effective communication possible.
- Sensory story telling
  
  Sensory storytelling uses all of our senses to tell a story that is easy to follow and take part in
  
  Even the most ordinary events can be made more exciting and interesting. Think about:
  
  Going to the toilet – guessing how many strides it takes you or the number of people you will meet on the way.
  
  Getting ready for the next class or going home – making up a story which has ‘and then’ after each ‘event’ until the ending: “and then you will be back at home”.
  
  Working with children who have cognitive impairments (Mencap YouTube video)
- Summary
  To develop a child's language and communication we need to:
  Gain their attention first
  Imitate their language whilst also using a full range of expression
  Use all the senses to introduce new words
  Repeat and build on what the child says
  Give time for the child to respond and
  Try to avoid always asking questions
  Demonstrate the right way of saying things, rather than being critical
  Make it fun!
- Further Reading
  
  Speech and Language UK typical stages of speech and language development in babies, children and young people. Children develop language at different rates. However, understanding what is typical can help you identify communication difficulties early.
  UNICEF Early ChildhoodDevelopment Kit: ATreasure Box of Activities (download PDF)
  Communication Matters FAQs on the use of AAC for those with various disabilities such as Autism, Cerebral Palsy and Developmental Disabilities
- Reflective Journal
- Journal
  
  Introduction Journal
- Presentation slides
- Poveznica
  
  Understanding Communication Poveznica