Practically Speaking

Language, Literacy, & Academic Development for Students with AAC Needs

Edited by

Gloria Soto, Ph.D.
San Francisco State University

Carole Zangari, Ph.D., CCC-SLP
Nova Southeastern University

Excerpted from Practically Speaking: Language, Literacy, & Academic Development for Students with AAC Needs by Gloria Soto, Ph.D., and Carole Zangari, Ph.D., CCC-SLP

Contents

I Assessment

1. Educational Assessment Issues - Lynn Ahlgrim-Delzell - 3
2. Assessment of Early Communication Skills - June E. Downing - 27
3. Language Assessment for Students Who Use AAC - Lisa A. Proctor and Carole Zangari - 47
4. Diagnostic Reading Assessment for Students with AAC Needs - David A. Koppenhaver, Beth E. Foley, and Amy R. Williams - 71
5. Writing Assessment for Students with AAC Needs - Beth E. Foley, David A. Koppenhaver, and Amy R. Williams - 93

II Instruction and Intervention

6. Academic Adaptations for Students with AAC Needs - Gloria Soto - 131
7. Addressing the Communication Demands of the Classroom for Beginning Communicators and Early Language Users - Jennifer Kent-Walsh and Cathy Binger - 143
8. Supporting More Advanced Linguistic Communicators in the Classroom - Carole Zangari and Gail Van Tatenhove - 173
9. Addressing the Literacy Demands of the Curriculum for Beginning Readers and Writers - Karen A. Erickson and Sally A. Clendon - 195
10. Addressing the Literacy Demands of the Curriculum for Conventional and More Advanced Readers and Writers Who Require AAC - Janice C. Light and David McNaughton - 217
11. Strategies to Support the Development of Positive Social Relationships and Friendships for Students Who Use AAC - Pam Hunt, Kathy Doering, Julie Maier, and Emily Mintz - 247
12. Integrating Assistive Technology with Augmentative Communication

III Supports

13. Supporting Collaborative Teams and Families in AAC - Nancy B. Robinson and Patti L. Solomon-Rice - 289
14. Consideration of Cognitive, Attentional, and Motivational Demands in the Construction and Use of Aided AAC Systems - Krista M. Wilkinson and Shannon C. Hennig - 313

Series Preface

The purpose of the Augmentative and Alternative Communication Series is to address advances in the field as they relate to issues experienced across the life span. Each volume is research-based and practical, providing up-to-date and ground-breaking information on recent social, medical, and technical developments. Each chapter is designed to be a detailed account of a specific issue.

Volume Preface

The purpose of this book is to provide information to professionals and preprofessional students who serve children with significant communication challenges in school settings. It covers necessary information for current and future members of teams serving students with AAC needs in school settings.

About the Editors

Gloria Soto, Ph.D. - Professor, Department of Special Education and Communication Disorders, San Francisco State University, Burk Hall, 1600 Holloway Avenue, San Francisco, CA 94132.

Carole Zangari, Ph.D., CCC-SLP - Director, Tyler Institute, Nova Southeastern University, 3301 College Avenue, Ft. Lauderdale, FL 33314.

Academic Adaptations for Students with AAC Needs

The need to develop appropriate adaptations has intensified as students who rely on AAC are provided access to general curriculum activities. This chapter discusses current issues and effective practices central to the development of adaptations for students with AAC needs, beginning with the access to the general curriculum mandate.

Access to the General Curriculum: The Individuals with Disabilities Education Act Amendments (IDEA) of 1997 specified that students with disabilities receive access to the general curriculum, ensuring that they are involved in and make progress in general academic content.

What is the General Curriculum? The general curriculum correlates to the state’s academic content standards that guide what students should learn at each grade level. Each state prioritizes student learning.

Participating in the General Curriculum: Involving students with disabilities in the general curriculum requires comprehensive changes at multiple levels—from district to classroom—to adapt instruction effectively.

Adaptations to Promote Participation: Educators, clinicians, and families have opportunities to help students achieve proficiency within state-mandated standards. Professional support strategies focusing on adaptations that augment the general curriculum must be implemented to ensure student participation.