Module: Communication Across the Day for Complex Learners Using AAC - Micro Lesson: What is AAC?
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04/16/2025
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Micro Lesson: What is AAC?
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- [00:00:00.000]So, assistive technology is any device, any item acquired commercially, off the shelf,
- [00:00:17.360]highly specialized to a learner.
- [00:00:20.600]Anything that helps improve the functional skills of a person with a disability is the
- [00:00:25.480]definition for assistive technology.
- [00:00:28.280]And there are a whole lot of things that fall under that umbrella of assistive technology.
- [00:00:33.360]Everything from way high tech to low tech to smack in the middle.
- [00:00:38.200]And so AAC is one of those things that is under that umbrella.
- [00:00:42.740]So here's the definition straight from ASHA.
- [00:00:45.880]This is, again, they hit on multiple ways.
- [00:00:49.120]So it's not just one way.
- [00:00:50.520]I know a lot of times when people think about AAC, they're thinking about speech generating
- [00:00:56.280]devices.
- [00:00:57.400]But that is anything that's augmentative or alternative, so anything that supplements
- [00:01:01.860]or replaces verbal speech.
- [00:01:06.480]So supplement or compensate is what's in here.
- [00:01:09.840]Temporary or permanent.
- [00:01:11.060]So we might have folks that we're working with that, for whatever reason, maybe there's
- [00:01:15.720]a medical thing, just need something temporarily, or we might be working with students or young
- [00:01:22.880]kids or learners who we don't expect to develop a whole lot of verbal speech.
- [00:01:27.060]And so we're looking at permanent solutions that can support them and they can learn across
- [00:01:31.740]their lifetime.
- [00:01:33.460]Ash's definition includes the unaided communication and the aided communication.
- [00:01:40.200]And that whatever mode of communication are determined by the individual and their communication
- [00:01:45.400]partner.
- [00:01:46.400]So including that, we are always including our learner in what their communication mode
- [00:01:52.220]and the best thing for them will be.
- [00:01:55.200]As well as those most common communications.
- [00:01:56.720]Communication partners.
- [00:01:57.880]So for our age group that we're talking about, that's usually their teachers, their peers,
- [00:02:03.140]their parents, people in their community.
- [00:02:06.440]And as we consider, you know, I know some of you are maybe secondary transition or working
- [00:02:11.540]with those students who are.
- [00:02:12.840]14 or older of transition age that then also hopefully becomes maybe their roommates
- [00:02:19.700]in college. It's maybe their employer, vocational rehabilitation. So those communication partners
- [00:02:27.260]change over the lifetime of our learners. And so we need to be planning for always thinking
- [00:02:33.600]through what might be our next step be or what might our next step be and how will the person
- [00:02:38.020]communicate in that scenario or situation. I like this graphic of aided AAC options. I think it
- [00:02:51.040]does a nice job of showing all the way from low-tech to mid-tech to high-tech
- [00:02:54.820]of what might be an aided option. So at low-tech, we have things like printed communication boards,
- [00:03:01.240]visual boards, single message, single button communicators. I see those a lot of times
- [00:03:08.000]stationed around classrooms or around different parts of the school when there is a
- [00:03:14.040]specific message that might be relevant to that space or situation.
- [00:03:19.420]Moving up to mid-tech, so those are some of our things like our GoTalk, where it does maybe have
- [00:03:25.540]some vocal output, but that board is static. So it's the same set of messages in there,
- [00:03:30.840]all the way up to really high-tech tablets with apps, eye gaze devices, and some things
- [00:03:37.980]like that. So just a nice visual to share with you guys. Whoops. Still getting used
- [00:03:48.600]to the controlling somebody else's screen thing. AAC supports, this is a lot of the
- [00:03:53.680]same information, but just in a different format. So again, aided versus unaided, and
- [00:03:59.500]some additional examples of those. So I won't go through those, because those are
- [00:04:03.220]already, we already talked about those, but they're just some more examples. If you
- [00:04:07.960]would like to look through them.
- [00:04:11.060]Okay, so if you have a question, I'm going to go ahead and read it out to you.
- [00:04:14.000]I'm going to go ahead and read it out to you, and I'm going to go ahead and read it out to you.
- [00:04:15.080]Okay, so we're going to go ahead and read it out to you, and I'm going to go ahead and read it out to you.
- [00:04:17.300]Okay, so we're going to go ahead and read it out to you, and I'm going to go ahead and read it out to you.
- [00:04:19.460]Okay, so we're going to go ahead and read it out to you, and I'm going to go ahead and read it out to you.
- [00:04:21.580]Okay, so we're going to go ahead and read it out to you, and I'm going to go ahead and read it out to you.
- [00:04:23.540]Okay, so we're going to go ahead and read it out to you, and I'm going to go ahead and read it out to you.
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