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