Augmentative and Alternative Communication Systems

N/A

The sessions will have an eminently practical character although they are, for the most part, preceded by some more expository components in order to clarify concepts, contextualize the master’s students and present relevant information. Master’s students will also have the opportunity to work in groups and individually as a way to reflect on their practices, exchange knowledge and experiences. They will also have the opportunity to deal with the Symbols that constitute each of the SAAC, as well as train the gestures of the Makaton System. Finally, they will have the opportunity to use some specific software and view some technical aids on the market and sites of interest.

For students who opt for periodic assessment, there will be two assessment moments: Individual work (50%) group work (50%) For students who opt for assessment by final exam, the final classification will be the one they obtain in a single written test

At the end of this curricular unit, masters should be able to:
• Characterize the main augmentative and/or alternative communication systems used in the communicative rehabilitation of children with Specific Educational Needs
• Select the communication system that best suits the case
• Build basic communication tables
• Indicate some technical aids for communication on the market

1. Definition of concepts: Communication, Language, Speech, Augmentative and Alternative Communication, Augmentative Systems, Alternative Communication Systems and technical aids
2. The PIC system – theory and practice
3. The SPC System – Theory and Practice
4. The software – Communicating with Symbols
5. The Makaton System – Theory and Practice
6. The PECS System
7. The Bliss System – Theory and Practice
8. The Arasaac System
9. Selecting a SAAC and evaluating the user
10. Technical aids for communication

• - Individual and/or Group Work - 100.0%

• - Exam - 100.0%

NAO

Aaron, M. (2003). “Icons, Symbols, and Signs: Visible Languages to Facilitate Communication”, Interactions, may and june, 37-43.
Giroto, M., Poker, B., & Omote, S. (orgs) (2012). As Tecnologias nas Práticas pedagógicas Inclusivas. Oficina Universitária. São Paulo: Cultura Acadêmica. Disponível em: http://www.marilia.unesp.br/Home/Publicacoes/as-tecnologias-nas- praticas_e-book.pdf. Acedido a 25 de setembro de 2019
Ponte, M. & Azevedo, L. (2000). Inovação Curricular na Implementação de meios Alternativos de Comunicação em Crianças com Deficiência Neuromotora Grave. SNR.
Vontetzchner,S.,& Martinsen,H.(2003).Introdução à Comunicação Aumentativa e Alternativa. Porto Editora