B.Ed. (Hearing Impairment) Augmentative and Alternative Communication Syllabus - Mumbai University
This is the University of Mumbai syllabus for the Bachelor of Education - Special Education (Hearing Impairment), the Choice Based two-year programme in force from the academic year 2016-17. It is the scheme currently examined: the University set all four of its semesters in Winter 2025 and Summer 2026, and has published no revision of it since. The University no longer hosts the document on mu.ac.in, which is why it is mirrored here in full.
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Syllabus for Augmentative and Alternative Communication
Module 1: Organizational frame work for Communication
- 1.1 Normal development of speech, language and communication
- 1.2 Factors that influence communication, speech and language in relation to each other
- 1.3 Levels of communication in children; Functional (Emergent)
- 1.4 Situational ( Context Dependent)
- 1.5 Independent ( Creative)
Module 2: Basic principles of AAC interventions
- 2.1 Child - Child capacity
- 2.2 Child capacity and context
- 2.3 Working towards symbolic expression
- 2.4 Communication skills and
- 2.5 Functions
Module 3: Areas of AAC Assessment
- 3.1 Sensory areas
- 3.2 Cognition , communication and language
- 3.3 Posture and positioning. Motor planning and control
- 3.4 Scanning
- 3.5 Environment, Interaction &Symbols
Module 4: Context of Communication
- 4.1 Partner /skills , user skills and environment
- 4.2 Competency development - types of competencies and its development
- 4.2 1 Linguistic competence
- 4.2 2 Operational Competence
- 4.2 3 Social competence
- 4.2 4 Strategic competence
Module 5: Introduction to communication tools and Access Mode
- 5.1 Types of AAC devices and systems
- 5.1 1 No Technology
- 5.1 2 Low Technology
- 5.1 3 High Technology
- 5.2 Access to communication charts - hand, finger, eye point
- 5.3 Access to devices:
- 5.3 1 Switches - hand switch , blow switch, infrared devices etc
- 5.3 2 Software -scan mode combined with a switch
- 5.4 Selection of AAC
- 5.4 1 Child competency and environment
- 5.4 2 Design, Access, Motor, Devices
- 5.5 Challenges in the development of AAC and Literacy
- 5.5 1 Grammar; spelling
- 5.5 2 Building Vocabulary: and richness of language
- 5.5 3 Motor expression
Essential readings
- Kauffman James M. & Hallahan Daniel P. (Ed) (2011) Handbook of Special Education. Routledge NY
- Silverman, F.H.(1994).Communication for the Speechless (3 rd Edn.). Allyn & Bacon, Boston.
- David R. Beukelman,D.R., & Mirenda,P (2013). Augmentative and Alternative Communication Supporting Children and Adults with Complex Communication Needs (4 th Edn.) Brookes Publishing Co. Baltimore.
- Lynch, C., & Cooper, J.(1991).Early Communication Skills: Practical Activities for Teachers and Therapists, Speechmark Publishing Ltd, Bicester, Oxon
- Warrick, A., & Kaul,S.(1997).Their manner of speaking : augmentative communication for children and young adults with severe speech disorders, Indian Institute of Cerebral Palsy, Kolkata
- Communication, compiler: T.N. Southgate. BA, Ormerod School, Oxford, Editor G.M. Cochrane MA, FRCP, Equipment for Disabled People , Mary Mariboroug Lodge, Nuffield Orthopaedic Centre, Oxford OX3 7 LD
- Tina, D., & Mike, D.(1997).Literacy Through Symbols: Improving Access forChildren and Adults, David Fulton Publishers, London.
- McCurtin, A., & Geraldine, M.(2000). The Manual of AAC Assessment. Speechmark Publishing Ltd., London.
Reproduced from the University of Mumbai syllabus for B.Ed. Spl. Ed. (Hearing Impairment), in force from the academic year 2016-17. Wording, module numbering and the reading list are as printed in that syllabus. The PDF above is the syllabus's own page, unaltered.
The complete syllabus
This subject is cut from the University syllabus for the whole degree. Open it here if you want the whole thing rather than a single subject.