Augmentative Communication

In the video and accompanying smart file, we are introduced to several different types of resources to aide in augmentative communication. As a special education teacher, I have not had much hands-on experience with non-verbal students within my own classroom. However, I have had experiences during student teaching and in my own independent work outside of the classroom. Within those experiences, I have used both low-tech (such as PECS and sign-language) as well as high-tech (Dyna-vox) communication tools and devices.

In regard to the question, what is language vs. speech? I answered that language is any form of communication, where as speech refers to a very specific form of communication, such as vocalization. Language can be verbal or non-verbal. Non-verbal language can include gestural language such as signing or written communication.

In terms of low-tech systems, I have used PECS symbols and personal schedules with students within the classroom. I have seen the benefit of a student who can point to "I want" or "I need" and use particular selected PECS to suit his or her needs. This process is time-consuming, but allows the student a quick, independent method of attaining his or her needs. It is ultimately important to allow a means for a student to communicate quickly, to avoid frustration and behavioral difficulties. I also worked independently as a caretaker for a 6 year old girl with visual, physical, and communicative impairments. She was non-verbal except for short utterances. Being visually-impaired, regular sign language nor PECS symbols were not a viable option. However, she was able to communicate through the use of kinesthetic signing. Signing would be done in the palm of her hand or on her arm and spoken aloud. She was quick to learn new signs by allowing a trusted caretaker or teacher to utilize hand-over-hand signing along with a vocalization of the word. She very quickly began to learn the kinesthetic signing along with an initial letter-sound of the desired word. She did not use any high-tech communication devices at the time, as there was a strong desire from her parents and teachers to allow her speech to develop.

Within the school environment, I have had experience with a student who used a pre-programmed Dyna-Vox for communication. The student was in first-grade and at the time, non-verbal except for a few utterances of vowel sounds. His parents agreed to the use of the Dynavox, but insisted that he not use it much, nor use PECs or any gestural sign language. They were very concerned about his speech communication and pressed for more time with the speech pathologist. The student also presented severe delays and was diagnosed on the Autism spectrum. The DynaVox itself was used mainly for requests and needs in regard to food and toileting, and was used during morning meeting as a way to greet the class and take attendance. His one-to-one para and the teacher themselves were versed on how to use the device, however the classroom para and other cluster teachers were not. I see in this instance, how very important it is that all teachers and adults whom the child communicates with at school and at home, should have some investment in the use and possibly the programming of the dynavox.

So, in summation, I have had experiences with both high and low-tech communication systems, but not much when it comes to mid-tech. As for next year, I plan to work in a District 75 school and will need more access and knowledge in all of these areas. I am appreciative of all the resources this course has had to offer me in my research of necessary and relevant technology for my students in the year to come.