Dive into our exciting exploration of how Joint Action Routines (JARs) can be a game-changer in the world of augmentative and alternative communication (AAC).
When we think of “baby talk,” also known as “infant directed speech” or “motherese,” we tend to all imagine the same pattern of speech.
For too long, stimming has been misunderstood and discouraged in academic settings. It can even be a primary reason for device abandonment or restrictive access to a communication device. But the truth is, we can reframe these "stimming" behaviors as actions that allow many students to learn and thrive. We just need to find supportive strategies to help us and them thrive!
More and more, we are finding ways to use AAC as supplementation even for students with less severe needs for both language and articulation therapy!
In schools, Speech-Language Pathologists (SLPs) and special education teachers often work together to support students with language challenges. This blog post explores their roles, how they differ, and their collaborative efforts in language development.
The main criterion for determining if a person is "ready" for AAC is straightforward: does the individual have a need to communicate that cannot be fulfilled by their current means of communication?
