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EDUCATION 379-3
SPECIAL TOPICS:
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AUGMENTATIVE AND ALTERNATIVE COMMUNICATIONS
Summer Session
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Instructor: ?
Pat Mirenda
August 15-19
Monday-Friday, 9:00 - 4:00
Location: UBC
Course available to certified teachers only.
COURSE OBJECTIVES:
1)
to introduce students to the basic concepts and vocabulary of augmentative and
alternative communication (AAC);
2)
to provide an overview of general and specific assessment techniques for AAC
evaluation, with emphasis on the multidisciplinary nature of assessment;
3)
to introduce students to AAC options for individuals with severe language
limitations;
4)
to introduce students to AAC options and instructional techniques that apply to
individuals in the academic mainstream;
5)
to provide information on funding and effectiveness evaluation options;
6)
to familiarize students with a variety of hardware and software used in the AAC
field.
COURSE READINGS:
Required:
Blackstone, S.W., & Bruskin, D.R. (Eds.) (1987). Augmentative communication:
An introduction. Rockville, MD: American Speech-Language-Hearing
Association.
Supplemental:
Fishman, I. (1987). Electronic communication aids. Boston: College-Hill.
*COURSE OUTLINE*
DAY ONE
(August 15):
INTRODUCTION AND BASIC CONCEPTS
** PRE-READINGS: Blackstone and Bruskin (1986); Chapter 1; Chapter 3,
pp.
49-
124; Chapter 5,
pp.
197-225
9:00 ?
-
9:30
Introduction and overview of course and expectations
9:30 ?
- 10:30
What is communication and who are nonspeaking persons?
10:30 -
10:45
Break
10:45 -
11:00
Planning for today and tomorrow
11:00 -
12:00
Display and Symbol Techniques
12:00 -
1:00
Lunch
1:00 ?
- 2:00
Symbol Techniques (Con't)
2:00 ?
- 2:15
Transmission Techniques
2:15 ?
-
2:30
Break
2:30 ?
-
4:00
Technique Control
Evening Lab
1.
Symbol sets
2.
Demonstration of feedback and output techniques
3.
View tapes of selected systems
4.
Quiz on terminology
DAY TWO
(August 16):
MORE BASIC CONCEPTS; ASSESSMENT
**READINGS: ?
Blackstone and Bruskin, Chapter 4; Beukelman and Mirenda paper
9:00 ?
-
10:30
Types of scanning, demonstration of options; discussion of motor
control issues
10:30 -
10:45
Break
10:45 -
11:30
Models for determining candidacy - overview, pro's and con's
11:30 -
12:00
Assessment: Overview of issues, models
12:00 -
1:00
Lunch
1:00 ?
-
2:30
Participation model: Determination of needs and current status
2:30 ?
-
2:45
Break
2:45 ?
- 4:00
Participation model: Assessment of requirements, capability, and
constraints
Evening Lab
1.
Demonstration of Adaptive Firmware Card (scanning, etc.)
2. Quiz
3.
Make a 12-word communication board
4.
Symbol assessment demonstration
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S
DAY THREE
(August 17):
INSTRUCTIONAL ISSUES FOR PERSONS WITH
SEVERE LANGUAGE LIMITATIONS
** READINGS: ?
Carlson article; Mirenda article; Blackstone and Bruskin,
pp.
267-
282, 301-335, 345-367, 377-387
9:00 - 10:30
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Participation model/Vocabulary assessment strategies
10:30 - 10:45 ?
Break
10:45 - 12:00 ?
Teaching persons with severe language limitations: Application of
the participation model
12:00 - 1:00 ?
Lunch
1:00 - 4:00
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Instruction of persons with severe language limitations (Con't)
Evening Lab
1.
Talking Word Board
2.
Case Study
DAY FOUR
(August 18):
INSTRUCTIONAL ISSUES FOR STUDENTS IN
THE ACADEMIC MAINSTREAM; EVALUATION OF
EFFECTIVENESS
**READINGS:
Blackstone and Bruskin, Chapter 3,
pp.
124-145; Chapter 6, pp.
337-344,
369-375,
389-421; Chapter 7
9:00 ?
-
10:00
Students in the academic mainstream: Needs and issues
10:00 -
11:30
Speed enhancement techniques (with break)
11:30 -
12:30
Lunch
12:30 -
2:00
System options for students in the academic mainstream
2:00 ?
-
2:15
Break
2:15
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-
4:00
Participation model:
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Intervention effectiveness evaluation
Evening Lab
1.
Demonstration of software to support literacy
2.
Continue case study
DAY FIVE
(August 19):
LOGISTICAL ISSUES; COMPLETION OF PROJECTS
**READINGS: ?
Blackstone and Bruskin, Chapter 8
9:00 - 10:00 Securing funding and networking
10:00 - 4:00 ?
Group projects, lab projects, etc.
