This week, the TWT team is pleased to share the first half of the “Golden Rules of AAC Competency in a New Era of Communication.” This session was originally presented by Lucas, Chris, and Rachel as part of the #XedAAC18 conference!

Before we present the first half of this session, Chris and Rachel discuss several topics related to 3D printing, including creating 3D core word symbols using Project Core!

Key ideas this week include:

🔑 Teachers and SLPs can coordinate with students in “maker clubs” to print 3D core word symbols using Project Core.

🔑 “AAC competencies” are a helpful framework for planning AAC intervention by providing a broader definition of communication competence and success with AAC.

🔑  Five domains of communication competence in AAC: social, operational, linguistic, strategic, and emotional competence. 

Before the Session

• When using 3D symbols in Project Core, the user starts to learn 3 printed symbols first – go, like, and not
• \You put the symbol in the student’s hand (or vice versa) when the student would use the vocabulary word.
• “Maker spaces” with 3D printing exists in quite a few schools across the country when computer labs because unneeded. These computer labs have been converted to maker spaces.
• Symbols are available on Project Core’s website.
• Inspire Louden Conference – members of Louden County Public School District go to different trainings.
• 3Dd printing club wanted to print prosthetics, but they didn’t know anyone who needs prosthetics locally. Chris gave them the idea to do Project Core.
• There have to be authentic problems that students solve – that is the heart of learning.
• A lot of employers are trying to solve problems, not just regurgitate facts.
• 3D printed symbols could be used with blind students and others.
• Figuring out how we can design our own symbols would be a great way to create personal vocabularies for students.

Golden Rules of AAC Competency in a New Era of Education

References:

Light, J.C. (1989). Toward a definition of communicative competence for individuals using augmentative and alternative communication systems. Augmentative and Alternative Communication, 5,4, 137-144.

Read the original article here (thanks PraacitalAAC)! https://praacticalaac.org/?wpfb_dl=89

Sarah W. Blackstone and David P. Wilkins (2009). Exploring the Importance of Emotional Competence in Children With Complex Communication Needs. In: Perspectives on Augmentative and Alternative Communication, 18, 78-87. 

https://doi.org/10.1044/aac18.3.78