Integration and Effectiveness
Integrating AAC systems with other assistive technology can be useful to consider and something which many families, carers and professionals do not know is possible. Integration can lead to less equipment doing more functions. For AAC to be effective learners need to have a toolkit of communication strategies to express themselves in various environments and when technology breaks or fails. There are also issues of the perceived status of low- and high-tech communication systems. High-tech systems (e.g. VOCAs) are often seen as having higher status than a communication chart or book, but in fact both low- and high-tech systems of communication are essential. In recent years, this has been phrased as paper-based and electronic systems to highlight the equality and importance of both systems. Electronic is not necessarily better than paper based, the need and use of both will be unique to a learner’s needs and preference.
Discussion Point!
Is everyone aware of what we mean by integration?
It could be a good opportunity for the team to go away and look into this more. Occupational Therapists, ICT/AT professionals, wheelchair services and AAC device suppliers can be a good source of information about the possibilities.
Example: Integration and Effectiveness
Below are some examples of integration and effectiveness which you may wish to include in your policy.
AAC systems may be integrated with other systems. They could be linked to mobility systems e.g. a learner's powered wheelchair, classroom or personal computers, printers and environmental control systems.
To be effective, all AAC users will need to be taught to use more than one mode of communication according to their individual needs and abilities. Even an able user of a sophisticated VOCA (voice output communication aid) will also require simple aided and unaided systems. For example, a VOCA cannot be used in a swimming pool, but you can use a communication chart on a float.
Using a variety of modes of communication, including speech, can be referred to as total communication. The learner’s social and learning environment should facilitate and encourage the use of total communication.
Case Study
Meet Noah
Noah has Cerebral Palsy affecting his fine and gross motor skills in all four limbs, impacting on his ability to access a computer. Noah enjoys school and wants to be as independent as possible in recording his work. Noah controls his powered chair with a joystick.
During an Ace Centre assessment in which Noah explored ways to access education, he trialed a range of technology and access methods including eyegaze, voice control, external joysticks and keyboards. These methods were effortful for Noah and often impacted upon his seating posture.
Noah’s most accurate and efficient means of access was using his wheelchair joystick. Noah was familiar with the pressure and the position was optimal as it allowed him to rest his arm in a comfortable position.
Therefore, Noah was provided with an integrated bluetooth joystick. This joystick replaced his original one and was set up to drive his wheelchair, connect to his phone and his windows school computer. Noah uses a button on the joystick to choose the mode i.e. what item he is controlling. This meant he could use one joystick to control multiple devices.
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