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Stephen Hawking (1942–2018), astrophysicist and prominent SGD user. Speech-generating devices (SGDs), also known as voice output communication aids, are electronic augmentative and alternative communication (AAC) systems used to supplement or replace speech or writing for individuals with severe speech impairments, enabling them to verbally communicate. [1]
Example of basic PECS communication board. The Picture Exchange Communication System (PECS) is an augmentative and alternative communication system developed and produced by Pyramid Educational Consultants, Inc. [1] PECS was developed in 1985 at the Delaware Autism Program by Andy Bondy, PhD, and Lori Frost, MS, CCC-SLP. [2]
An AAC user indicates a series of numbers on an eye gaze communication board in order to convey a word. Augmentative and alternative communication (AAC) encompasses the communication methods used to supplement or replace speech or writing for those with impairments in the production or comprehension of spoken or written language.
Avaz ('voice' in Persian) is an augmentative and alternative communication (AAC) tool, notable for being India's first successful AAC intervention. It is an electronic version of picture exchange cards, used primarily for children with autism spectrum disorders, cerebral palsy, Angelman's syndrome, Downs syndrome, and other non-verbal disabilities.
[30] [31] AAC devices can be no-tech (sign language and body language), low-tech (picture boards, paper and pencils), or high-tech (tablets and speech generating devices). [29] The choice of AAC device is very important and should be determined on a case-by-case basis by speech therapists and assistive technology professionals.
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AAC work to compensate for impairments that an individual might have with expressive language abilities. Each system works to maintain a natural and functional level of communication. There is no one best type of AAC for all individuals; rather, the best type of AAC will be determined by the strengths and weaknesses of a specific individual.
Reading for special needs has become an area of interest as the understanding of reading has improved. Teaching children with special needs how to read was not historically pursued under the assumption of the reading readiness model [1] that a reader must learn to read in a hierarchical manner such that one skill must be mastered before learning the next skill (e.g. a child might be expected ...