Description: "A Closer Look at Access": is a five part series developed by PATIN. In this first session Karen Kanjas, OT/L starts with building the foundation before jumping into the next more in depth sessions in the Closer Look at Access webinar series. This webinar’s focus includes definitions, explanations, and specific discussion of the types of access currently available for use with augmentative communication devices and for other Assistive Technology devices (e.g., computers, iPad, Smartboard). It includes the “standard and traditional” history of access techniques as well as assessment issues that need to be considered with each individual student when supporting her/his use of assistive technology
Focus: Appropriate Seating & Positioning for Those who use AAC
Population: OTs & AAC Practitioners
Author: RERC & Penn State University
Description: This moodle course teaches basic principles of alternative access which enable individuals with physical and/or cognitive disabilities to operate technology. A free account needs to be set up in order to enroll. Sections include: Key Principles, Roles & Referrals, Alternative Access Methods & Information Sources, and Decision Making & the Do It! Model. Section quizzes and certificates of completion are offered.
Focus: Appropriate Seating & Positioning for Those who use AAC
Author: Center for Literacy & Disability Studies
Description: Partner assisted scanning is a way for communication “partners” to “assist” students by listing or “scanning” through possible choices. This quick strategy is useful when a communication device is not available or does not have the needed vocabulary. This short handout offers simple tips for implementing partner assisted scanning.
Focus: Partner Assisted Scanning
Population: AAC Practitioners
Author: AAC Learning Center
Description: Appropriate seating and positioning is critical for use of assistive technology (AT) and participation in a variety of environments. Dr. Aileen Costigan, a certified Occupational Therapist, provides an introduction to important issues in seating and positioning for individuals who use AT. This webcast was produced as part of the work of the AAC-RERC under grant #H133E080011 from the National Institute on Disability and Rehabilitation Research (NIDRR)in the U.S. Department of Education’s Office of Special Education and Rehabilitative Services (OSERS)
Focus: Appropriate Seating & Positioning for Those who use AAC
Description: This article describes teaching switch access to individuals who have significant communication and physical and sensory disabilities and are unable to use their hands for direct access to a speech-generating device.
Focus: Teaching Switch Operation
Format: Downloadable Article
Population: AAC Practitioners
Author: AAC Learning Center
Description: For many years we have provided AAC services to people with minimal movement capability. Their medical conditions include brainstem stroke, amyotrophic lateral sclerosis, Guillan Barre’ Syndrome, and chronic myasthenia gravis. As with others who rely on AAC, these people are multi-modal communicators in that they use high and low technology options depending upon the situation and the listener. High technology options include commercially available devices as well as technology under development. During the past year, we have provided presentations related to our work in this area at RESNA, the World Congress on Disability, and ATIA. In this webcast we present the content of those presentation through an interactive discussion format.
Focus: Access for individuals with minimal movement
Format: Video lecture with transcript, powerpoint handout
Description: This document provides guidelines for linking reliable, consistent and repeatable movements to potential switch site locations and positions. It also provides some benefits and challenges for each specific movement and location. Interventionists should remember that when an individual may have multiple switch site locations that would work, they should consider what option may be the most socially acceptable, and can generally consider hand/arm control first, then eye gaze, then head/orofacial control, then foot/leg control (Beukelman & Light, 2020, p. 72).
Focus: The Range of Switch Sites & Activation Methods
Population: AAC Practitioners
Writing Resources & Alternate Pencils for Eye Gaze
Author: Center for Literacy & Disability Studies
Description: The DLM Alternate Assessment will assess writing for all students at all grade levels. There are numerous professional development modules focused on writing instruction. One of the modules focuses on Alternate Pencils that are required for students who cannot use a standard pencil, pen, keyboard, or computer-based technology for writing. Below are files required to create two of the most widely used alternate pencils.
Focus: Methods & Tools for Writing with Eye Gaze
Format: Website & Downloadable PDFs
Population: All AAC Practitioners & Teachers
To suggest a new AAC resource or to report a broken link, please send an email to mnshaaac@gmail.com.