Augmentative and alternative communication (AAC) assessment and prescriptive practices for young children with disabilities: Preliminary examination of state practices

1995 ◽  
Vol 4 (3-4) ◽  
pp. 215-231 ◽  
Author(s):  
Howard P Parette
Keyword(s):  
Young Children ◽  
Augmentative And Alternative Communication ◽  
Children With Disabilities ◽  
Alternative Communication ◽  
Preliminary Examination ◽  
Young Children With Disabilities

Assessing the Influence of Augmentative and Alternative Communication Devices on Families of Young Children with Disabilities

1994 ◽  
Vol 78 (3_suppl) ◽  
pp. 1361-1362 ◽  
Author(s):  
Howard P. Parette
Keyword(s):  
Young Children ◽  
Family Functioning ◽  
Augmentative And Alternative Communication ◽  
Children With Disabilities ◽  
Alternative Communication ◽  
Young Children With Disabilities ◽  
Communication Devices

The provision of augmentative and alternative communication (AAC) devices to young children with disabilities is discussed in the context of potential effects on family functioning, followed by a call for research.

Assistive Technology Toolkit to Increase Access to Early Learning Environments for Young Children With Disabilities

2009 ◽  
Vol 18 (1) ◽  
pp. 11-20 ◽  
Author(s):  
Kathleen C. Sadao ◽  
Jennifer Brown ◽  
Debbie Grant
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Assistive Technology ◽  
Emergent Literacy ◽  
Augmentative And Alternative Communication ◽  
Children With Disabilities ◽  
Planning Process ◽  
Literacy Skills ◽  
High Tech ◽  
Young Children With Disabilities

Abstract The development of assistive technology (AT) and augmentative and alternative communication (AAC) interventions for young children with disabilities is rapidly expanding with a range of no-tech, low-tech, and high-tech approaches to provide access to adapted and augmented tools for participation in inclusive early childhood settings. Discrepancies exist in the legal requirements to consider AT and AAC for all children in the IFSP/IEP planning process. Researchers in the applications of AT and AAC with young children identify the importance of activity-based approaches that infuse AT methods and AAC systems within natural routines for young children. This article focuses on the development of an AT Toolkit Guide for early intervention and early childhood providers. The development of the AT Toolkit concept, content, and applications is based on research-based methods and tools with demonstrated effectiveness to promote language development, emergent literacy skills, play, mobility, and interaction with the environment for young children with disabilities. Suggested items, sources, applications and development guidelines for the SWEET AT Toolkit are provided.

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