If you’ve ever tried to learn a new language, you know how overwhelming it can be at first. You hear words and phrases, but they don’t quite make sense yet. You may pick up a few key phrases—hello, thank you, where’s the bathroom?—but holding a full conversation? That takes time.Now, imagine you’re an AAC user. Learning to communicate using an AAC system is a lot like learning a new language—it requires immersion, patience, and consistent practice in real-world situations.
For individuals with complex physical and communication challenges, auditory scanning provides an accessible way to interact with communication devices and digital tools.
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.
