Abstract
Augmentative and alternate communication (AAC) is a service delivery area in the field of speech-language pathology. Individuals with significant and complex communication impairments benefit when a speech-language pathologist develops a communication system that either replaces or augments traditional speech. AAC includes the use of assistive technology designed to represent language and produce voice output. The profession's credentialing body, the American Speech-Language Hearing Association, requires university training programs to document student's knowledge and skills in AAC for working with clients across the lifespan. The authors reflect on how pedagogy associated with AAC has been transformed over time by external influences like state regulations, professional standards, and technological advances. In addition, recommendations for capitalizing on authentic learning experiences to teach AAC using evidence-based practices from a range of health care professions are presented. Examples of appropriate teaching strategies are provided along with implementation guidance for teaching in traditional formats, distance learning, or a combination of settings.
Recommended Citation
Kleinhans, Kelly; Bland, Lauren E.; and Dressler, Richard
(2019)
"Reflections on Changing Pedagogy of Augmentative and Alternative Communication,"
Journal of Excellence in College Teaching and Learning: Vol. 16, Article 7.
Available at:
https://encompass.eku.edu/kjectl/vol16/iss1/7
