Throughout this blog I have looked at what augmentative communication is and some types of devices from low tech to very involved high tech devices. We also looked at what we need to assess before assigning a particular device and what the social implications are for a child who uses augmentative communication.
Because I had some background using these devices from many years ago I was very interested in seeing how the changes in technology has affected the design and usage of these devices. I think it is amazing how some devices can be used by people with minimal movement, a simple head movement can be used for letter choice. As I stated in previous entries everyone deserves to be able to communicate with those around them.
I really think one aspect that has come along way is the size and portability of these devices. Some devices were quite big ad bulky and would be hard for a child to carry them around from class to class. The iPod is a fairly new thing but it is able to be easily put in a pocket or on a lanyard around the students neck so they have it with them at all times. Another point to mention is that they are very popular so the student wouldn[t stand out as being different as most kids have them now. They are able to use it for communicating, learning new work (through apps) and as a schedule so they know where to be and when. It is also a great tool for communication between home and school. The iPods certainly seem to be one of the newest forms of communication. As we have learned through other assignments for this course there are many purposes for this device. The iPad is also a very good choice and is still fairly easy to transport. iPads are great for students who may be visually impaired and need a bigger screen. Many schools are now seeking funding to purchase iPads for thier school. Schools can also request a loan from thier Assistive technology department.
There are also lots of less expensive options and that is the PEC's (Picture Exchange Communication System) where the students choose a card if they want something and pass it to the adult/teacher. It is not the most ideal as it is hard to have back and forth communication but it is a great way to teach the student turntaking. There are also the picture boards that the student simply touches each one to form a sentence. The problem with that is it does not read back to you. The listener would have to pay attention and read as the student points. This may cause a problem in the lower grades if the students are not able to read or do not attend close enough. Having a voice output allows for more independence and there does not require an assistant to speak for them.
My goal is to have a learning centre next year once my masters is completed. This research will be very valuable to me when it comes time to assess my students for thier communication needs. I will now have the information needed to help find the best possible matches. I will make sure that whatever device is selected it will be one that helps the student feel the most independent and one that they are able to have with them at all times. I have learned that it is not a simple process and there is a lot to consider. I look forward to continuing my learning as I work with different students. This area of communication will be a continuous learning adventure as technology is constantly changing. With every new device there are more possibilities for students.
Here is a little video that I thought was very cute of a little girl being introduced to the picture communication system. This was only her third time using it. I thought this was befitting as it is where it all begins. It is so neat to see the very beginning stages and then where it can lead these students to be independent members of a classroom.
