AAC Augmentative Alternative Communication includes a spectrum of devices aimed at helping students to communicate.  There is a considerable amount of Voice Output Communication Aid (VOCA) devices available all striving to offer something that will set itself apart from the others.  Depending on the language or speech needs of a student, the supports or devices range from low to high level technology.  The special education team, usually the teachers, speech and language pathologist, and parents, as well as other service providers, paraprofessionals, administrators and specialists should be involved in choosing the most appropriate device.  Communication is a critical foundation for development both within the classroom and during academic activities as well as at home and in social settings.  Communication is something we think about in any class, and it is important to give all students voice and the opportunity to share their thoughts, ideas and opinions.  Communication devices are intended to provide non-verbal students with access to language with which to communicate, but most seek to supplement and provide students with the opportunity to speak a common verbal language.  Augmentative Alternative Communication devices are used to create a systemic approach to helping students to access and use language in various settings.   

Similar to language development for typically developing peers, the tools and devices available allow for language development that allow for the transition from simple words and phrases to complex sentences that capture the nuances of spoken language.  As the devices become increasingly complex, it seems like the purpose also changes from focusing on creating basic communication systems to creating a way to access languages.  During the video I was having trouble seeing the images that were supposed to be displayed so I later went to the websites of some of the devices that were featured. Low tech or no tech is simple and easy to use.  This may include the use of pictures, symbols, overlays, and PECS sets or books.  We explore this over the past week while using and creating a memory game using the Mayer Johnson symbols in the Boardmaker program.  Low tech systems are great because they don't require a great deal of time to be spent on training students to use the symbols and are generally more widely available across settings.  At the mid-level range, I was really struck by the devices created by PRC, in that the more complex devices actually allow for the creation and development of semantic impaction.  Being able to manipulate pictures or the combination of words to change the meaning of the picture or phrase is essential to clarity of speech and in expressing opinions.  I hope that more devices begin to lean in this direction to allow for more complex social and academic interaction and discussion.  The website even notes and explains that their products go beyond simple commands and pre-programmed phrases to enable  students to express unique thoughts and ideas.  Additionally, it is pretty amazing that Zygote allows for intonation - so important when speaking to be able to emphasize words.  High tech devices require a power source and extensive training to complete the use of the device.  I looked at the website of DynaVox and was shocked at the amount of options and choices available.  

It's pretty incredible to think of the amount of information the team must have to choose the most appropriate devices, but then to also coordinate the use of these devices in the classroom environment.  It goes a long way to showing the importance of engineering the environment to meet the needs of the students.  I imagined in my head what it might sound like if multiple students are using devices that speak as they input their answer and then at the end.  I am left wondering how to best address this situation if it arises in the future so that all students have time to think and create their response without also interrupting the thought and output process of other students.  I am also eager to explore the resources that have already been created to better equip use to help create and modify the devices to meet the cognitive and social needs of students.  The pre-made templates and resources are so important because we all know as educators how time consuming the creation of materials is.  How and when are students taught to create their own boards?  How is language taught similarly or differently for verbal and non-verbal students in regards to the use of assistive technology?

As discussed on Monday, organization is a cornerstone to effective instruction.  Any educator understands the importance and value of being able to organize not only their lessons and the tools that they use, but also their knowledge.  Planning curriculum maps, units and lessons helps us to organize and sequence content and information as well as determine what skills students will need to learn or practice.  As we plan instruction, we also think about what strategies we will use to impart this knowledge and help students to master necessary skills.  In addition to this, we as teachers additionally have to be able to consider student learning styles and needs and to pull on our knowledge of what tools we can use to meet student’s needs.  In order to do this efficiently we need to be able to mentally compartmentalize strategies, and our knowledge of what tools are appropriate to meet this variety needs.   

I found it helpful to list the tools students need based on their learning needs.  I have ten students with Individualized Education Plans.  Of these ten students, eight have stronger visual comprehension than verbal or written.  It was useful to map out the tools that could help with recognition support.  Although making visuals or charts to connect tools to various subjects or topics is helpful, eventually our goal is to internalize these strategies so that we can pull on these tools with automaticity.  In this regard we have to push ourselves to take risks and try new tools and technologies in our classrooms so that the become more familiar.  I have had many instances of technology snafus and understand the importance of ensuring that there is always a plan B.  With proper planning I feel that it is easier to use these new tools in my own classroom without feeling anxiety about the risk that I am potentially taking in trying something new.

I am a strong advocate that best practices for some students generally means that they are best practices for all students.  Students whose needs are not met end up being left behind.  Students who are more easily grasping content will not be hurt by going back and reviewing information or having information presented in multiple ways or methods.   Many of the tools we have been exploring would be useful for students with various needs.  It is important to provide multiple opportunities for practice and to provide feedback. As content become increasingly complex and difficult it becomes ever more important to help students, particularly those with learning needs.  It is important for us as educators to remember that the technology tools that we are learning about today will itself take practice to implement and perfect.  It will be more difficult at first, as it represents taking risks and learning through mistakes or mis-steps.  We will encounter problems and we will encounter difficulties.  It is up to us to demonstrate and use our own problem-solving skills in determining and practicing the use of technologies to determine best practices.  We will only be able to truly best educate our students if we ourselves are willing to experiment with new tools and technologies to determine how to best use them in our classrooms and in supporting our students.

How can we best share this information with students and their parents?  How can we help students to independently identify programs and supports that will help them to complete necessary tasks?