Teaching Alphabet Recognition and Letter Sound Correspondence Using a 4 Blocks of Literacy Model for Children with Complex Communication Needs (CCN): Illustrated with a Single Case Study

There are numerous hurdles to literacy acquisition for students with severe and multiple disabilities, such as intellectual disability, complex communication needs including physical disability and autism. However, there is substantial body of research that suggests that these children can gain literacy skills, develop communication and language with effective literacy education, and with the support of assistive and augmentative alternative communication systems. The study describes an ongoing intervention for teaching alphabet recognition and letter-sound correspondence using the 4 blocks of literacy model with a 5.7 year old girl with multiple disabilities who use augmentative alternative communication systems for communication. Emergent literacy instruction for improving alphabet recognition and letter sound correspondence was taught applying the principles of the 4 blocks “Working with words” and “Shared book reading” over a period of eight months. Improvement noticed in alphabet recognition and letter sound correspondence was investigated. Emergent literacy instruction using 4 blocks of literacy model was proved to be an effective method in gaining the alphabet principles and phonics skills. The study provides insights to the rehabilitation professionals and budding therapists on how to implement emergent literacy instructions and strategies to be considered for children with complex communication needs. Key words: Emergent Literacy, Complex Communication Needs, Augmentative Alternative Communication, Multiple Disabilities, 4 Blocks of Literacy Model.

Promote Assistive and AAC technologies during Covid-19

The Covid-19 health emergency has produced a rethinking of education and training systems based on open and flexible physical spaces and remote communication channels; however, socialization processes and virtual relational exchanges are still possible and at the same time authentic. Moreover, the use of telecommunication technologies augment efforts to find a new way to organize educational spaces when it is not possible to share physical space and virtual spaces must be used. Starting from the role of assistive technologies in European policies, this work presents a case study about the inclusive perspective of corporeality and action in teaching-learning process and described an experience done in a third grade class of a primary school in Rome where a teacher used an eye communicator with GRID3 software and tools of Augmentative Alternative Communication with a student with complex communication needs, main goal of this activity was to create an inclusive and sharing path for each scholar done in distance education. Promuovere le tecnologie assistive e la CAA al tempo del Covid-19. L’emergenza sanitaria da Covid-19 ha sollecitato un ripensamento dei sistemi educativi e formativi quali dimensioni aperte e flessibili in cui formarsi, spazi nei quali i canali di comunicazione a distanza hanno reso possibile processi di socializzazione e scambi relazionali virtuali ma non per questo meno autentici, luoghi della didattica in cui favorire gli apprendimenti mediante l’uso di tecnologie che hanno consentito di raggiungere risultati anche in assenza di condivisione di uno spazio fisico. Il lavoro presenta una riflessione sul ruolo delle tecnologie assistive nelle politiche europee, sul potenziale inclusivo della corporeità e dell’azione nei percorsi di insegnamento-apprendimento e propone la descrizione di un’esperienza svoltasi nella classe terza di una scuola primaria romana dove, in presenza di un’alunna con gravi difficoltà comunicative, la didattica ha previsto l’uso del comunicatore oculare con software GRID3 coniugato alle pratiche e agli strumenti propri della Comunicazione Aumentativa Alternativa, con l’obiettivo di creare un percorso inclusivo e partecipativo per ciascun alunno, seppure a distanza.

Speech Disorders Testing: Practices of European and Russian Clinical Linguistics

The article is devoted to the problem of speech disorders caused by local brain damage. The purpose of the study is to demonstrate different tests for diagnosing aphasia developed in European countries and Russia. Four out of these methods have passed significant approbation and are widely used for testing the speech of the patients with aphasia. The other three were created recently and reflect current data from neurolinguistics. The authors used a descriptive method to present the testing systems. The study showed that European classifications of aphasia differ from Russian ones. There is a problem of discrepancies in diagnosis when using different methods. It was noted that there is a culturally specific marker of diagnosis in accordance with the research traditions of different countries and cognitive and mental characteristics of the patients who speak different languages. Modern approaches to working with aphasia are associated with neuropragmatics, research of metalinguistic abilities and augmentative / alternative communication. The prospects for diagnosing speech localization in the brain are found in the combination of methods of neuropsychology and neuroimaging and in the use of artificial intelligence. The problem of post-stroke speech disorders is relevant and requires the combined efforts of speech therapists, linguists, neurologists, and neuropsychologists

Cosa deve sapere ogni pediatra sulla comunicazione aumentativa alternativa (CAA)

Augmentative Alternative Communication (AAC) is an area of clinical practice that tries to compensate for the temporary or permanent disability of individuals with complex communication needs. It uses gestures or signs and images and utilises a double communicative input, both visual and auditory. It is Augmentative because its main purpose is to enhance and expand ("augmentative" 1983 ISAAC) communication and language, supporting all the communicative potential of the person. It is Alternative because it uses an alternative method to traditional communication: it utilises gestures, signs, aids for communication and advanced technology, falling within Assistive Technology (AT). AAC users are mainly those with complex (cognitive and communicative) disabilities. Moreover, it is also used in all those temporary situations in which communication is hindered by traumatic factors (intensive care, first aid) or linked to the issue of integration / inclusion. For example, foreign people can benefit from the use of AAC in order to reduce discomfort in social relations and language learning. The Authors highlight the potential of AAC both on the basis of scientific and clinical evidence and describe the evolution of two clinical cases followed at the Child and Adolescent Neuropsychiatry Unit in Como (Italy).

SPEECH DELAY THERAPY FOR CHILDREN USING THE AAC METHOD

The purpose of this study (1) The factors that cause speech delay in early childhood (2) The treatment given by Permata Diakonia and parents? (3) The impact of speech therapy performed by Permata Diakonia using the AAC (Augmentative Alternative Communication) method. Methods: This study used a case study method with one child data analysis used qualitative data analysis with Miles and Huberman methods. Results: Sensory therapy that was given every day since the child was diagnosed late speaking had a very significant impact on the child's environmental response. A good response to this environment is a sign that the child can be given speech therapy using the AAC method which is given twice a week. From this study, it can be concluded that speech therapy using the AAC method significantly improves children's speaking ability. It should be noted that the key to success in this therapy is not changing therapists. Implication: speech therapy using the AAC method has implications for new ideas that will give new ideas to new approaches to enrich speech therapy.Keywords: speech delay, sensory integration therapy, and speech therapy, AAC