Clinical Field Experience B: Augmentative and Alternate Communication Systems
Language Development with Mild to Moderate Disabilities and Disorders
SPD – 330
Clinical Field Experience B: Augmentative and Alternative Communication Systems
By giving those who have communication impairments a variety of tools and techniques
to convey their needs, wants and ideas, AAC (augmented and alternative communication)
technologies help them become more involved and included in all aspects of life. I had the
opportunity to see and speak with Mrs. Chavez, who was knowledgeable about the assistive
technology she uses in her classroom and has firsthand experience of it, including augmentative
and alternative communication systems. She has five years of overall teaching experience. My
daughter, who has speech problems, attends the first-grade class she teaches. Her interactions
with her students and the arrangement of her classroom demonstrate how much she loves what
she does. To meet each student's unique needs, she spent a lot of time with them one-on-one. She
also led interesting and instructive group activities. Mrs. Williams works with students who work
with an online speech therapy program. She works with many grade levels. Most of her students
participate in an online speech program that offers a range of activities designed to enhance their
communication abilities. These programs often make use of interactive exercises, video
modeling, and interesting content catered to their interests and age.
, 1. What AAC and AT Systems do you recommend?
Mrs. Chavez: Visual tools that portray ideas or messages include images, symbols,
objects, or written words. For my grade level, this is the simplest. However, The New
one I have heard of is 360 Kids for Educators. Early Childhood Intervention for
Children with Developmental Delay and Disability at Childcare, Kindergarten or in
School settings.
Mrs. Williams: Online learners typically focus on communication skills such as
making requests, communicating needs, exchanging information, and interacting with
others.
2. Can you recommend high tech and low-tech assistive technology to facilitate
students’ communication and learning?
Mrs. Chavez: Text to speech works well most times.
Mrs. Williams: Advanced capabilities like text-to-speech, dynamic symbol displays,
and customized vocabulary are all available in our software. We really try not to use
so many devices at a time for our level of students. It tends to overwhelm them.
3. Tell me about the connection between listening, reading comprehension skills, semantics, an
syntax.
Mrs. Chavez: It all comes down to how a student processes the information given to them.
Language Development with Mild to Moderate Disabilities and Disorders
SPD – 330
Clinical Field Experience B: Augmentative and Alternative Communication Systems
By giving those who have communication impairments a variety of tools and techniques
to convey their needs, wants and ideas, AAC (augmented and alternative communication)
technologies help them become more involved and included in all aspects of life. I had the
opportunity to see and speak with Mrs. Chavez, who was knowledgeable about the assistive
technology she uses in her classroom and has firsthand experience of it, including augmentative
and alternative communication systems. She has five years of overall teaching experience. My
daughter, who has speech problems, attends the first-grade class she teaches. Her interactions
with her students and the arrangement of her classroom demonstrate how much she loves what
she does. To meet each student's unique needs, she spent a lot of time with them one-on-one. She
also led interesting and instructive group activities. Mrs. Williams works with students who work
with an online speech therapy program. She works with many grade levels. Most of her students
participate in an online speech program that offers a range of activities designed to enhance their
communication abilities. These programs often make use of interactive exercises, video
modeling, and interesting content catered to their interests and age.
, 1. What AAC and AT Systems do you recommend?
Mrs. Chavez: Visual tools that portray ideas or messages include images, symbols,
objects, or written words. For my grade level, this is the simplest. However, The New
one I have heard of is 360 Kids for Educators. Early Childhood Intervention for
Children with Developmental Delay and Disability at Childcare, Kindergarten or in
School settings.
Mrs. Williams: Online learners typically focus on communication skills such as
making requests, communicating needs, exchanging information, and interacting with
others.
2. Can you recommend high tech and low-tech assistive technology to facilitate
students’ communication and learning?
Mrs. Chavez: Text to speech works well most times.
Mrs. Williams: Advanced capabilities like text-to-speech, dynamic symbol displays,
and customized vocabulary are all available in our software. We really try not to use
so many devices at a time for our level of students. It tends to overwhelm them.
3. Tell me about the connection between listening, reading comprehension skills, semantics, an
syntax.
Mrs. Chavez: It all comes down to how a student processes the information given to them.
