This week, Rachel interviews Alma Partida (@aacforyouandme on Insta), Sarah Lee (@aac_together), Melissa Tapia (@hablame_de_language), and Maria De Leon (@code.switch.slp) about Bilingüe AAC (www.bilingueaac.com), a platform that supports evidence-based, culturally affirming Spanish AAC. They discuss many aspects of bilingualism and AAC, including core word considerations and strategies for family-based AAC assessment.
Before the interview, Chris and Rachel talk about the difference between “progress” and “success” when we are talking about an AAC user’s communication journey. For some, making progress with using AAC demonstrates success. However, if we are not making progress fast enough or are using a tool that doesn’t promote language development (e.g. a 4 icon core board) then we aren’t really working towards true success, which includes independent, spontaneous communication.
🔑 When assessing a bilingual student for AAC, take a family centered approach to assessment. Try and get an interpreter involved (if necessary) and talk to the family about how they communicate in the home. If we get a bilingual word inventory of the student and discuss vocabulary with the family, we can get a better picture of what words will be most useful for that student.
🔑 Generally, we don’t want to directly translate core word lists between two languages. Depending on the languages in question, the core words may be somewhat different (e.g. English and Spanish) or completely different (e.g. English and Chinese). In either case, shouldn’t assume that the core words are exactly the same.
🔑 When assessing a bilingual student, do a home language survey that includes the amount the family uses each language. In some cases, they may speak 90% english with only little bit of Spanish, or vice versa.
Links this week:
Diverse AAC YouTube channel
AAC App Crosswalk- table with different AAC app features, including languages offered
Soto and Cooper (2021): An early Spanish vocabulary for children who use AAC: Developmental and linguistic considerations.
AAC in the Cloud Presentation on diverse AAC implementation
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TWT Live from New Jersey - Part 2
Talking with Tech LIVE from New Jersey - Part 1
Cuyahoga AAC Podcast Social Group: Benefits of a District-Wide AAC/AT Social Group
Codi & Jennifer Mendenhall: Using Social Media and Making Videos as a Teen AAC User
Stephen Kneece: Making Core Word & Speech Therapy Music Videos
Erin Sheldon & Karen Erickson: Why Literacy Matters for People with Significant Disabilities - Part II
Erin Sheldon & Karen Erickson: Why Literacy Matters for People with Significant Disabilities - Part I
Kaylie Gustafson: Supporting Eye Gaze Users Through Telepractice
Shawnda Saul: Telepractice AAC Coaching for Teachers, Parents, and Staff
Lauren Kravetz Bonnet & Brittany Thomas: Short-Term, High-Intensity AAC Intervention in the Schools
Alison Bono: Transitioning from Low Tech to High Tech AAC
Alexis Martinez & Natalie Fry: Increasing Access to AAC for Grad Students
Kathy Howery: Making Modeling a Better, More Meaningful Experience
Krista Howard & Deanna Wagner: Creating a Successful Community AAC Group
David Moehn: Supporting Students More Universally with Technology
Karen Wilson: Technology Supports for ADHD, Dyslexia, and Language-Learning Disorders
Teaching with Tech: Picseepal
Kevin Williams & Lateef McLeod: Black AAC User Perspectives on Racism and Disability
Erik Raj: Apps That Make Learning Language Fun
Chris Ellis: Improving Hearing With the Audio Cardio App
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