AAC- Giving a Voice to the Voiceless

Oral communication is an integral component of daily life in the classroom.  We rely on conversation to impart knowledge, to understand how students are interpreting and absorbing this knowledge and how they are using it to scaffold and deepen their learning.  We rely on verbal communication to share ideas, collaborate and build safe and productive learning environments.  Communication is not only the life blood of the classroom, but is also the life blood of the human experience.  So what happens if the ability to communicate is impaired?  How can we create meaningful educational and human connection when the means of connection are compromised?  That was the theme explore for our class this evening:  how can we build bridges to close the gaps of communication for those whose ability to communicate verbally or in writing has been altered?

Creativity paired with advancing technology have formed a formidable duo in creating practical and empowering solutions for those who do not possess the ability to communicate orally.  Our first video of the evening featured two university students who are attempting to give a better heard voice to the hearing impaired community.  While sign language is a well established form of communication for the hearing impaired, the majority of the population are not conversant in this language.  These two students are in the process of building a bridge to traverse this gap in communication.  Their invention:  a pair of gloves that, when worn by a person performing sign language, register the words being communicated and send the signal via bluetooth to a phone or device to be read aloud.  Revolutionary motion to speech technology.  This invention is an ideal example of technology can be used to increase communication for all humans, how assistive tech serves to empower and how we, as educators, can find ways to promote learning for all within our practice.

AAC, Augmentative and Alternative Communication, is another method of giving a voice to those that are seeking a way to be heard.  AAC strives to make the most of communications, making communication as quick and effective as possible.  Words and phrases can be created on various AAC devices, and with a press of a button, those words can be read aloud.  People with Cerebral Palsy, ASD (non-verbal), Parkinson's, MS, ALS and those who have suffered strokes and head injuries that have impaired their ability to speak are empowered to engage with others by sharing their thoughts and participating in conversation.  Proloquo 2 Go, as we have explored earlier in this course, is an AAC program that allows this communication to take place efficiently and effectively.  As we progress further into the 21st century, improvements in AAC have subsequently created more authentic and accessible communication.  Programs now contain features that allow the users to "speak" with accents and dialects, connectivity via Bluetooth and communication from device to device have changed the game for AAC.  As educators, AAC permits authentic and meaningful communications between teachers and students as well between students.  Due to AAC, educators can now have a more clear picture of student learning and comprehension, and a better idea of student interests and personality , which serve to optimize learning potential and forge bonds and develop stronger relationships between student and teacher.  In addition, the student is also able to develop deeper connections to their classmates and peers.    

AAC functions to break down barriers in communication, but it also works to break down myths, mysteries and misunderstanding around people that are non-verbal. Until very recently, lacking the ability to communicate via speaking or writing, it was very difficult to truly discern cognitive ability in previously non-communicative people.  AAC has allowed users to remove the mystery and show the world just how much they have to offer.  It allows users to self-advocate and dis-spell any misconceptions surrounding the inability to speak or write with the inability to think and learn.  Despite the fact that their bodies do not function to full capacity, they can be more than capable cognitively.  It gives a voice to the voiceless.  It gives back lives.  

If there was ever any doubt as to the power of assistive technology to give back lives, it would certainly be removed by the powerful video we watched of Tyler's journey.  Assistive tech that was made available to Tyler, such as switch access, motorized wheelchair, and Clicker4, over his years in school, have served to help him flourish academically and socially.  When watching this video, to me, the one piece of technology that seemed vastly enrich his school experience was the Ipad.  By employing direct selection via the tongue, there was a noticeable increase in his ability to engage with peers and curriculum in class with the Ipad (I feel that he has real potential as a DJ in the future!).  As Tyler grows and progresses, advancements in technology will continue to help him reach his full potential.  To me, it further stresses the importance placed on educators to stay abreast of these advancements, to seek out training in this technology and increase awareness of these devices and programs.  In this way, we will be able to work together to provide engaging, meaningful, and authentic learning for all, and have better means of helping all students to achieve their true potential.