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The Penn State AAC community of faculty, graduate students and undergraduate students are dedicated to enhancing communication and improving the overall quality of life for individuals who have complex communication needs and their families.

This website provides guidelines for early intervention to maximize the language and communication development of young children with special needs including infants, toddlers, preschoolers. The website provides: Step-by-step guidelines for early interv This website provides guidelines for early intervention to maximize the language and communication development of young children with special needs including infants, toddlers, preschoolers. The website provides: Step-by-step guidelines for early interven

In this webcast, Howard Shane and Meghan OBrien describe the use of the Visual Immersion Program to develop the comprehension and expressive language skills of individuals with autism.

There is a rapidly growing body of research that demonstrates the positive effects of augmentative and alternative communication (AAC) intervention on the communication of children and adults with complex communication needs. Despite the positive impact of many AAC interventions, however, many individuals with complex communication needs continue to experience serious challenges participating in educational, vocational, healthcare, and community environments. In this paper, we apply the framework proposed by the International Classifi cation of Functioning, Disability and Health (ICF) to illustrate the need to re-think AAC intervention to improve outcomes for individuals with complex communication needs, and to foster a new generation of intervention research that will provide a solid foundation for improved services. Specifi cally, the paper emphasizes the need to take a more holistic view of communication intervention and highlights the following key principles to guide AAC intervention and research: (a) build on the individual ' s strengths and focus on the integration of skills to maximize communication, (b) focus on the individual ' s participation in real-world contexts, (c) address psychosocial factors as well as skills, and (d) attend to extrinsic environmental factors as well as intrinsic factors related to the individual who requires AAC.

This website provides guidelines for teaching literacy skills to learners with special needs, especially learners with complex communication needs Autism spectrum disorders Cerebral palsy Down syndrome Developmental apraxia Multiple disabilities. The This website provides guidelines for teaching literacy skills to learners with special needs, especially learners with complex communication needs Autism spectrum disorders Cerebral palsy Down syndrome Developmental apraxia Multiple disabilities. The webs

Note: Last upadate to website was in 2012. "This website provides guidelines for teaching literacy skills to learners with special needs, especially learners with complex communication needs (CCN) such as: Autism spectrum disorders Cerebral palsy Down syndrome Developmental apraxia Multiple disabilities This website provides information on: What skills to teach How to teach these skills Videotaped examples of instruction with learners with special needs"

AAC resource Guide for Teachers. White paper

The AAC-RERC is a Rehabilitation Engineering Research Center that functions as a collaborative research group dedicated to the development of effective AAC technology.

24 question learning style inventory