Argumentative Analysis

Augmentative and Alternative Communication (AAC) encompasses those forms of communication excluding oral speech which enable an individual to express themselves (Bondy & Frost, 1994). It replicates non-functional speech for those individuals with verbal or language difficulties through augmentative aides (Light & Drager, 2007). Recent technological advances have resulted in the availability of electronic devices which can convert text and picture and communication boards, to generate voice output. As a consequence, individuals with communication challenges accessing alternative means with which to express themselves, and in effect improve their social interaction, academic achievements, whilst gaining increased self-determination (Light & Drager, 2007).

Target audience: This augmentative and alternative communication (AAC) application is designed for users of all ages who have an expressive language delay or no speech output. This text and picture based program has been developed to meet the communication needs of individuals with a range of diagnoses. Proloquo2Go offers a range of vocabulary levels, voice selections and accessibility options, which can be customised to meet student’s individual needs.

A study was conducted to understand AAC use in preschoolers. Barker, Akaba, Brady, and Thiemann-Bourque wrote “Support for AAC use in preschool, and growth in language skills, fir young children with developmental disabilities”. There main purpose was to see the affects AAC use had at a young age. They wanted to see the different uses and assistants had any affect on the user. Also they wanted to see the effect of having the teacher use the AAC device more in the classroom setting.

It’s the 21st century and the world is experiencing an all time high in innovations in technology. These innovations in technology have helped the world break many communication barriers. Cellular phones make it easy to call anyone around the world with the press of a few buttons. Webcams and computers are used to help one video chat and send emails all in the matter of a few minuets. Due to these innovations many people with disabilities find it easier to communicate as well. This new technology has led to a greater acceptance and inclusion of people with disabilities in society. For example, deaf people can use Facetime to call each other and sign through there. There also have been many applications developed for our hand held devices to

Students who suffer from disabilities like cerebral palsy or speech impediment need extra tools to help them accomplish tasks that other students can do on their own. Therefore, using electronic devices will help them experience a better opportunity in class and still feel connected to the students and teachers. For example, “Eight-year-old Alysa Dvash suffers from cerebral palsy;” however, that does not stop her from learning”(“Girl, 8, Fights to Find a Voice”). Her “speech therapist recommended a Dynavox - an electronic device that would help her communicate in class and engage in school activities”(“Girl, 8, Fights to Find a Voice”). Not only will electronic devices help them engage in school but also boost up their self-esteem when talking with others or just inputting their

In the article, Mainstream Technology gives lift to Assistive Technology, the writer, Dr. Matthew Lynch outlines how the advancement in society have given voices and interaction skills to people with disabilities. In the late twenty century people with disabilities were limited in their ability to function in society based on their communication ability. If a person could not speak it was uncommon for the person to be able to order at a restaurant or if a person could not hear, then they could not answer the phone. Dr. Lynch outlines how technology has changed all this and has created an endless life of possibilities for everyone, regardless of disability. Dr. Lynch discusses the advancements Arizona has made to bring technology to each and every classroom.

A study by galvao 2009 sought to find the efficacy of assistive communication devices in a sample of 1342 toddlers infants and preschoolers with mental and physical impairments noted how assistive technology was paramount in supporting the development of children with disabilities. Specifically noted improvement since in cognitive social communication literacy motor adaptive and increases in engagement in learning activities”.

Speech and language disorders, as with any learning disability, can cause embarrassment and social hindrance for students along with the educational setbacks. Unfortunately there is yet to be a cure discovered, but luckily there are many ways in which individuals with learning disabilities can seek treatment and aide. For example a child could receive therapy from a speech pathologist to help them articulate more clearly. There is also assistive technology available for all types of disorders. Assistive technology can help motivate students to overcome the barriers in learning that they face by compensating in the area that they lack. When choosing which type of device that a student should use, it is very important that it is one that will accommodate to the specific disability of the student (Fleming, 1999). For individuals with speech and language disorders, either an electronic communication device or a personal FM listening system would be appropriate. An electronic communication device allows one to type their ideas into a machine so they

A review by Douglas et al., (2012) expresses the need for special software applications for AAC that are specific to children with intellectual and developmental disabilities (I/DD) such as those with Down syndrome. The authors mention Cheap Talk 8 and Spring Board Lite as examples of devices in communication intervention in individuals with limited to no speech abilities. Douglas et al., (2012) provide evidence that “Best practices in AAC assessment are clearly consistent with a supports-based approach to educating children with I/DD, because relative strengths and needs are considered in conjunction with environmental characteristics and demands.” This is precisely the individualistic approach to be used in designing apps for the smartphones

Millar, Light, and Schlosser’s (2006) research explains the argument that individuals with developmental disabilities may start to prefer and become more comfortable with AAC and then in turn will not be motivated to learn how to use speech to communicate because they were successful with AAC. Some of the individuals may find it easier to just continue using AAC instead of learning to communicate by speech. Other professionals argue that AAC will in fact facilitate the production of speech of the individuals with developmental disabilities. If an AAC device involves speech output as a model for speech production, then it is stimulating speech for the user. After looking at other professionals’ points of view, Millar, Light, and Schlosser (2006) began to realize that professionals and parents need more evidence about the impact of AAC on speech production of young children. Subsequently, their research concluded that AAC interventions on the participants’ speech production did not have a negative impact on children. It is shown from their research that, “the initial introduction of an AAC intervention may not have resulted in immediate gains in speech production.” Therefore the evidence of Millar, Light, and Schlosser (2006) shows that “AAC intervention may allow individuals with development disabilities to bypass the motor and

Verbal communication is the prime factor that distinguishes from all other species. It is our innate ability to verbalize with the world who we are and where we stand in society. Unfortunately verbal communication is extremely difficult for those people with disabilities, specifically those that suffer with speech production. With continual advances in augmentative technology, highly specialized communication devices make it possible for disabled people to carry a "voice" within the community. This recently new form of technology allows disabled students to enter a mainstream program with the benefits of interacting with peers as well as teachers. But what will happen to those verbally

One of the most commonly occurring difficulties that people with intellectual and developmental disabilities can have is the inability to communicate the way in which they want to. Augmentative and Alternative Communication (AAC) devices help people by supplementing or replacing spoken language and assisting them with complex communication needs by increasing their ability to use speech and communicate in their everyday lives (Ganz, Hong, Gilliland, Morin, & Svenkerud, 2015). The utilization of AAC devices, especially in regards to early intervention, results in and increase in communication and linguistic gains across four areas: pragmatics, semantics, syntax, and morphology (Sennott, Light, & McNaughton, 2016). AAC devices are crucial in the lives of both children and adults with communication needs so it is important for people to be familiar with them and how to use them, particularly parents and teachers. This paper seeks to summarize and shine spotlight on the positive outcomes that current research portrays on the impact of AAC devices.

A world without technology seems ridiculous now a days. Although there are many cons associated with technology there are many pros. Not only does is help students with school but it helps students of special needs in school and with their daily activities. Former psychologist, Mark Bowers said, “The app is designed for a slightly older audience for whom social interaction disabilities are a particular concern” (Dean 6). Many kids with such disabilities like down syndrome are more capable of doing day to day activities through technology than without. Technology is the only source that can help kids with disabilities through their daily tasks. My opponent argues that the best way for kids in special ed to learn is to bring out their strength, “Before they even come in your classroom find out about your students’ strengths and abilities” (Armstrong 1). Even though a challenge is good, it limits them because we of the innovations that have been made to help people do things faster. Technology is very useful for students to learn but that is not the only thing it is useful for. It also helps them in social environments.

For individuals without the proper aids, a physical or developmental disability can hinder their ability to live a productive life. In today’s technology-dependent world being unable to access a computer or other mobile device is not only inconvenient, it can seriously inhibit access to employment and services, as well as social media. Assistive software designed to bridge the gap between the user and the interface is crucial to helping those with disabilities gain access to the same prospects as those who are not disabled. Assistive software can take many forms, from dictation software that makes speech-to-text possible for those who cannot work a keyboard to screen readers that narrate text for those who

A total of 20 articles met the inclusion and exclusion criteria and were reviewed for data extraction. Data of interest addressed children with developmental disabilities and complex communication needs. The articles selected for review are segmented into three sections: support for AAC, support for iPads and AAC, and to support children with developmental disabilities. The importance of this review is to examine the current research pertaining to iPads and other mobile technology as a form of AAC to support language development of school aged children with developmental disabilities. Outcomes of each study are reported in Tables 1.