Meeting the Communication Demands of Home and the Community with Augmentative Communication Systems

It is strongly recommended that patterns of family functioning and cultural diversity be actively considered at the initial stages of development and throughout the implementation process. Family members, including siblings, grandparents, and extended family, must be included in the evaluation and implementation processes. Parents are familiar with the need to have conversations with their children and to facilitate their appropriate interaction with others. They do this with ease and consistency when at home or in other settings. However, this parenting skill is more challenging when a system of augmentative communication is introduced into the process. 

Because some augmentative communication systems can be quite complicated to operate, consideration should be given to the current level of the family members’ familiarity with computers and technology and their willingness to learn, prior to deciding on the most appropriate system. This will enable the school staff to plan the most appropriate home supports and expectations. It is important for the family to feel comfortable with the system and to understand the impact that communication practice will have on future success. 

The next blog posts will discuss resources to help implement Assistive Technology in schools. 

Sources:
Dell, A., Newtown, D., & Petroff, J. (2012). Assistive technology in the classroom . (2nd ed.). Upper Saddle River, New Jersey : Pearson Education.