Background and aims: Teachers serve as critical communication partners for students with intellectual disability (ID) who face communication difficulties. However, teachers may lack sufficient training in using communication partner strategies and augmentative and alternative communication (AAC) in the classroom. This study aimed to explore…

This article describes ways for early educators to support communication of young children with complex communication needs (CCN) in classrooms through a simple three-step process. First, identify the child's preferred activities and items. Second, identify vocabulary and prepare the augmentative and alternative communication (AAC) system. Third,…

Literacy instruction has an important role in augmentative and alternative communication (AAC) because spelling and writing support precise communication. Unfortunately, few students with extensive support needs and complex communication needs (ESN/CCN) develop literacy skills at or above the first grade reading-level. Given that learning to read…

Roughly 50 percent of students participating in the alternate assessment who are pre-symbolic or emergent communicators do not have access to Augmentative and Alternative Communication (AAC). The Systematic Processes for Enhancing and Assessing Communication Supports (SPEACS) Initiative was created more than 6 years ago to address the lack of…

In this investigation, we surveyed 51 faculty members who were involved in teacher preparation programs in the area of extensive support needs (ESN) across a range of institutions of higher education. We asked participants to respond to questions related to the quality and quantity of program content focused on communication instruction and…

This study investigated the effects of introducing the Picture Exchange Communication System (PECS) on the frequency of requesting and commenting and the length of verbal utterances of two children with autism spectrum disorder (ASD) who presented with some spoken language, but limited use of language in communicative exchanges. A mixed research…

Research and clinical experience both indicate that parents are excellent observers of communication in their children who rely on augmentative and alternative communication. However, parents and professionals may find themselves in conflict about how to interpret and support children's communication. This article outlines strategies for…

Most people agree that it is important for children to be able to express their likes, dislikes, needs, and ideas. It is also important for their parents, siblings, peers, teachers, and others to be able to understand them. Yet for children with language impairments, trying to communicate is not only frustrating but can be overwhelming. In…

Summarizes progress made in meeting the communication needs of individuals with severe disabilities. Evidence is presented that supports best practices in the selection of: communicative functions, communicative modes and symbols, and instructional formats. The importance of social motivations for behavior and use of advances in augmentative…

This article reviews research on the role of symbolic, referent, and instructional variables on the acquisition of augmentative and alternative communication (AAC) symbols by individuals with autism and severe speech and language impairments. Two vignettes illustrate findings of the review. (Contains references.) (Author/DB)

This report discusses the objectives and outcomes of a project that investigated the use of augmentative and alternative communication (AAC) systems by students with severe communication disabilities. The first objective of the project was to conduct five investigations to identify skills that contribute to the communicative competence of students…

Describes the types of children with autism that would benefit from visual teaching strategies. Discusses the benefits and disadvantages of some of the more well-known programs that use visual teaching strategies, including movement-based systems relying on sign language, and materials-based systems such as Treatment and Education of Autistic and…

Incorporating augmentative and alternative communication (AAC) systems and microcomputers into whole language learning activities for children with severe physical and speech impairments is discussed. Six typical strategies of whole language programs are reviewed. Ways to provide students with severe disabilities access to these programs are…

This book is intended to help primary grade teachers teach children with disabilities or other special needs to learn to read and write together with their peers. Each chapter focuses on a different aspect of literacy. The first chapter discusses emergent literacy and highlights strategies to help children find meaning and relevance in print…