When a child has complex communication needs, many parents, teachers, and therapists quickly start thinking about which AAC device will best support them. With today’s easy access to robust AAC apps and dedicated speech-generating devices, it’s understandable that we want to give children the most powerful tools available as soon as possible.
The CVI Book Nook website offers a wealth of information and practical tools to support literacy learning for students with CVI.
One of the first things we must do when teaching our students with special needs is get their attention. Without attention, there is no engagement, and without engagement, there is no learning.
When it comes to supporting students with complex communication needs, the journey toward successful AAC (augmentative and alternative communication) use is not just about providing the right device or implementing the perfect strategy. It’s also about recognizing and addressing the barriers that can hinder progress. Today, we’re focusing on attitude barriers—one of the most pervasive challenges to AAC implementation.
For families with children who use augmentative and alternative communication (AAC) devices, this raises an important question: does AAC use count as screen time? The short answer is no—and here’s why.
If a child is spending time in front of a screen, they are not engaged in a 2-way interaction with a caregiver. In regards to language development, when a child is developing language, allowing them a chance to respond is incredibly important.
