B.Ed. (Learning Disability) (LD) Augmentative and Alternative Communication Syllabus - Mumbai University

Objectives

After learning this course the student-teachers will be equipped with a basic knowledge of:

• Concept of AAC,
• AAC systems,
• AAC assessment,
• programme planning and strategies

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

Transactions

• Conventional lecturing, PPTs, Visits, Observations, class discussions, Videos, reflecting upon learnt knowledge.

Hands on tasks for Notional Hours: (Any Two): 30 hours 10 marks

• 1 Learn basic skills involved in an AAC system and exhibit performance
• 2 Make a poster on AAC for family members
• 3 Websearch AAC options and report your reflections on learning

Essential readings

• Kauffman James M. & Hallahan Daniel P. (Ed) (2011) Handbook of Special Education. Routledge NY

Suggested Reading

• Silverman, F.H.(1994).Communication for the Speechless (3 Edn.). Allyn & Bacon, rd Boston.
• David R. Beukelman,D.R., & Mirenda,P (2013). Augmentative and Alternative Communication Supporting Children and Adults with Complex Communication Needs (4th 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.