AAC Literacy

Introduction

  • Position: Director of the Center for Literacy and Disability Studies at the University of North Carolina, Chapel Hill.

  • Focus: Dedicated to the comprehensive promotion of literacy learning and usage, particularly for marginalized individuals who utilize augmentative and alternative communication (AAC).

    • This includes developing evidence-based instructional strategies and advocating for policies that support literacy for all.

Historical Context and Current Focus

  • Historical emphasis: Traditionally, the focus has been on individuals using AAC for direct face-to-face interactions and asynchronous communication, such as letter writing or email.

  • Modern-day importance: With the rapid advancement of mobile technology, there's an increasing emphasis on its role in facilitating real-time and remote communication.

  • Contrast: A notable gap exists between the reliability of communication when individuals are physically present versus the challenges encountered when communicating remotely through various digital devices, often due to technological barriers or device limitations.

Challenges with Technology

  • Access vs. Features: While overall access to technology is increasing, there's a concerning trend of decreasing availability of specialized features critical for individuals with complex communication needs.

    • Generic consumer devices often lack the robust customization and access methods found in dedicated AAC devices.

  • Aging Devices: A significant concern arises from the longevity of older devices (some 10 to 15 years old) where crucial, often unique, features that support communication are at risk of being lost as technology evolves or becomes obsolete.

  • Enhanced Literacy: The evolving landscape of technology and communication demands a higher level of literacy skills to effectively navigate new platforms, understand digital information, and participate fully in digital society.

Definition of Literacy

  • Narrow definition: Literacy is specifically defined as "the ability to read and write and use print and/or Braille to communicate."

    • This definition emphasizes foundational skills in decoding, encoding, and constructing meaning from textual forms.

  • Concerns about broad definitions: There are significant concerns that overly broad definitions of literacy, which might include various forms of communication, can dilute the instructional quality for those with complex needs.

    • Such broadness can lead to a lack of focus on the fundamental reading and writing skills essential for true independence.

  • Warning against equating methods: Equating varied communication methods, like using visual schedules, tactile objects, or symbols alone, to comprehensive literacy instruction is cautioned against, as it can inadvertently undermine the depth and quality of necessary educational interventions.

The All Means All Philosophy

  • Central tenet: The core belief is encapsulated in the phrase "All means all"—asserting that every individual, regardless of the severity or complexity of their challenges, inherently deserves access to high-quality literacy instruction as a crucial long-term developmental goal.

    • This philosophy champions equity in educational opportunities for literacy.

  • Personal Reflection: This philosophy is deeply rooted in personal teaching experiences with children facing complex disabilities, leading to a profound shift in initial beliefs about the universal potential for literacy.

The Journey to Literacy

  • Personal story: The journey evolved from being a dedicated classroom teacher to becoming a passionate literacy advocate and ultimately pursuing a PhD to deepen understanding and research in this field.

  • Early experiences: Initial success in teaching often centered on the technology itself.

    • However, a pivotal realization emerged: true success in empowering individuals should prioritize the development of fundamental literacy and language skills over mere technological proficiency or symbol use.

  • Importance of skills: Emphasizing that robust reading and writing skills are not just academic pursuits but are foundational for effective self-expression, communication, and achieving greater independence in all aspects of life.

Significance of Literacy in AAC

  • Frank Doll Huff’s poem: An illustrative example is Frank Doll Huff’s poem, which powerfully underscores the profound emancipatory power of literacy for individuals who rely on AAC.

    • His work exemplifies how literacy can unlock personal expression and advocacy.

  • Beyond direct verbal communication: Literacy serves as a critical means for individuals using AAC to have their voices heard and ideas expressed beyond the limitations of direct verbal communication or pre-programmed phrases.

  • Recognition of identity: Through literacy, the unique identity, thoughts, and complex ideas of an AAC user can be fully recognized and communicated, fostering a deeper sense of self and connection with others.

Current Landscape of Literacy and AAC

  • Transition: There has been a significant shift from historical perceptions, where literacy for AAC users was often deemed unattainable, to a present-day acceptance and active discussion of AAC's role in literacy at professional conferences and within academic discourse.

  • Symbol use: While the use of symbols, such as Picture Communication Symbols (PCS) or Boardmaker symbols, has been immensely beneficial for aiding initial communication and comprehension, it does not, in itself, inherently develop foundational reading and writing skills.

  • Caution: There is a strong caution against over-simplifying the concept of literacy to merely symbol use without simultaneously promoting the development of independent reading and writing abilities, which are crucial for true communicative autonomy.

Critical Need for Literacy Instruction

  • Proactive Instruction: The instruction advocates for initiating literacy instruction from the earliest possible age, reiterating the principle: "If they are alive, start literacy instruction."

    • This emphasizes a proactive, rather than reactive, approach to literacy development.

  • Early Development: Evidence, such as research suggesting fetal recognition of maternal voice and early auditory processing abilities, underscores the importance and potential for initiating literacy development even before formal schooling begins.

  • Independence in Communication: A strong emphasis is placed on teaching spelling and the ability to construct novel words and messages beyond a pre-taught or pre-stored vocabulary.

    • This skill is paramount for ensuring genuine independence and flexibility in communication.

Examples and Case Studies

  • 8-year-old boy: An illustrative account describes an 8-year-old boy who initially exhibited resistance to literacy education but ultimately recognized the profound value of reading after drawing a personal connection to significant intellectual figures like Stephen Hawking, who relied on alternative communication methods.

  • Learning to spell: A detailed discussion highlights the undeniable necessity for students to develop robust spelling skills.

    • This allows them to create their own communicative messages, rather than being confined to expressing only pre-stored text or phrases, thereby expanding their expressive range exponentially.

Promoting Writing Skills

  • Beyond mechanics: Writing is presented as an indispensable skill for effective communication, extending far beyond mere grammar and mechanics.

    • It encompasses the ability to articulate thoughts, convey emotions, and engage in complex discourse.

  • Message revision: The importance of explicitly teaching individuals to revise and refine their written messages for enhanced clarity, precision, and impact in communication is emphasized.

The Role of Technology in Literacy

  • Word prediction: This technology is discussed as a tool specifically designed to assist literacy by aiding with spelling and reducing physical effort.

    • Unlike common misconceptions, its primary purpose is not to significantly increase communication speed for every user but rather to support the writing process by offering word suggestions and completing words.

  • Purpose of word prediction: The fundamental aim of word prediction is to facilitate spelling accuracy and ease the overall communication process, especially for those with motor challenges or spelling difficulties.

Aided Language Input and Spelling

  • Integration of spelling: A key recommendation is to actively push for and implement the integration of spelling mechanisms into aided AAC systems.

    • This enables users to spontaneously spell out unfamiliar or untaught words they encounter during communication.

  • Modeling spelling: Highlighting the demonstrated success of modeling spelling as an integral part of daily interactions, which naturally helps to expand both receptive and expressive vocabulary in AAC users.

    • This could involve an adult spelling a word while pointing to letters on an AAC device.

Case Study: The Importance of Fingerspelling in Sign Language

  • Statistics: Data on the prevalence and role of fingerspelling within American Sign Language (ASL) demonstrates its critical function as a versatile communication tool.

    • It is estimated that a significant portion of ASL communication involves fingerspelling, particularly for proper nouns, technical terms, and concepts without established signs.

  • Lexical gaps: Fingerspelling serves to fill essential lexical gaps in sign language, allowing for the communication of virtually any word that can be spelled.

  • Early development: Children growing up in homes with native signers often develop fingerspelling skills much earlier, suggesting its natural integration into language acquisition for sign language users.

Lexical Gaps and Communication

  • Receptive vs. Productive Vocabulary: The discussion differentiates between receptive vocabulary (words understood) and productive vocabulary (words used in communication).

    • It advocates for a strategy of teaching a broad range of words receptively and then empowering individuals to spell them out when needed for production, rather than solely relying on pre-programmed vocabulary.

  • Case study: Student Jordan: This case study illustrates the potential pitfalls of teaching vocabulary that may not be personally relevant or genuinely beneficial to a student's overall communication needs.

    • It emphasizes the importance of functional and personally meaningful vocabulary instruction.

Strategies for Effective Literacy Instruction

  • Concurrent instruction: Advocates for a comprehensive approach that involves direct instruction in spelling, writing, and reading, teaching these skills concurrently rather than sequentially.

  • Making Words method: This pedagogical method is presented as a highly effective strategy to develop foundational spelling skills and encourage the generalization of phonetic patterns in learners.

    • It involves manipulating letter tiles to form new words.

  • Phonograms and keyword strategies: The use of phonograms (rime units like -at, -ing) and keyword strategies (associating a word with a visual or concept to remember its spelling or meaning) is recommended to systematically teach spelling patterns and significantly enhance vocabulary development.

Closing Thoughts

  • Restating Frank's message: The notes conclude by reiterating the powerful message from Frank Doll Huff, underscoring the enduring and critical need for comprehensive literacy instruction to truly empower individuals with disabilities.

  • Encouragement: An encouragement is extended for ongoing discussion, collaborative learning, and sustained advocacy regarding the pivotal role of literacy in AAC use and overall communication.