I think AAC devices are crucial I am very familiar with
Dynovox, how it is used and how to program it. I also have a student who uses
tango. It’s a simple low tech, communication device, just enough to communicate
quickly and efficiently: “yes,” “no,” “bathroom.”
Communication is a process! I’ve seen growth with my students,
as they become familiar with their devices. I had non-verbal students fully
communicate in morning meeting, because it was all programmed. They could say
the pledge of allegiance with the class. They can create whole sentences, when
taught properly, and can type!
Dynovox and similar AAC devices, give students the ability
to communicate; it is their words! Every request they must ask for, it really
helps them become familiar and really go to their devices for communication and
for their words. The worst is when its not constantly used, because students
will not develop the skills they need to use it, and it will be limited, and
even cumbersome. But with, great training, it is amazing!
My student CT, is a non-verbal student with Autism. He
started with picture PECS made on Boardmaker, to exchange for items or places
he wants and needs. He was then moved to the Dynovox, and after being shown
where to go in each window, etc. he mastered identifying where everything is!
He then moved into the iPad Proloquo, and he has mastered that as well. In
conjunction with typing programs he learns at school, he can use prologue to
type out responses to questions, and names of things he wants, or simple requests.
He can use the pictures in proloquo to form and question or a demand as well.
In response to Joe’s questions:
-Language is any form of verbal and non-verbal
communication. Joe explained it’s code that we learn to use in order to
communicate ideas and express our wants and needs through many forms.
-Speech is the actual psychical production of spoken words
in that language.
-These are important distinctions. A student’s communication
is key. Not all students have speech, and they need to communicate!
I have another student TA who has very limited language
communication, in any form. She uses a low-tech device, with 10 squares, which
can be easily programmed to say anything. She has her simple reinforcers she
requests for, bathroom, yes, no, and food she likes. This helps us communicate
with her enough, to let her know we understand. It I hard for her to move on
from this device because she is low functioning and has trouble making
associations. She does become frustrated when we don’t know how to communicate
with her. Her device bridges the gap as much as possible. Communication really
helps students get their wants and needs across!
I have a student in a general education classroom that also
used a device to type because he has dyslexia. It is very hard for him to
coherently write using pencil and paper. He has a device that looks like a
normal keyboard, that has a little window on top that shows him what he is
typing. It has word prediction and spell check, to help him efficiently write.
It really benefits him!
There are so many devices that help students in multiple
capacities! I think most importantly, teachers need to be trained in all of
them, so we can help our students. I have been able to add in symbols and words
for my students in Dynovox and Proloquo, which were not in their device, so
that they can communicate and participate as easily and readily in class!
I love TinSnips and Communication Matters! Great sites to
learn more about AAC!
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