| CODE | IAL1032 | ||||||||
| TITLE | Towards the Inclusion and Participation of Students with Communication Disabilities in the Classroom | ||||||||
| UM LEVEL | 01 - Year 1 in Modular Undergraduate Course | ||||||||
| MQF LEVEL | 5 | ||||||||
| ECTS CREDITS | 4 | ||||||||
| DEPARTMENT | Inclusion and Access to Learning | ||||||||
| DESCRIPTION | This study-unit introduces students to the subject of augmentative and alternative means of communication (AAC). What is total communication? Why is it useful and how does it facilitate communication and the development of more appropriate behaviour in children with communication disabilities? Different types of systems will be introduced together with some of the more recent hardware and software available. By the end of the study-unit, the students will be able to design and implement a basic total communication system incorporating AAC, including keyword signing in classrooms and schools thus creating a facilitating environment for the development and functional use of communication and language. It is concerned with the major issues related to the inclusion and social participation of students with communication disabilities. It addresses issues related to collaborative teamwork and the role of professionals and families in the introduction and development of an AAC system. It explores the use of various assessment tools to support progression of communication, language and literacy in the classroom. It also addresses the use of emergent literacy skills and the development of personal and fictional narratives through a variety of methodologies including film as an observable tool for inclusion and participation. Study-Unit Aims: This study-unit aims to assist the students to: - Understand the dynamic processes of communication and the different models of communication; - Understand the development of communication and the different linguistic models; - Become conversant with a range of unaided (e.g. keyword signing) and aided (e.g. communication books, medium tech aids and high technology) means of communication. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Appreciate the developmental milestones to consider in AAC decision making; - Be conversant with Evidence-based practices for identifying and supporting young children who can benefit from AAC Resources; - Support young children and their families who can benefit from or already use AAC systems in the classroom; - Identify a range of devices may be used to support the communicative attempts of children with communication disabilities. 2. Skills: By the end of the study-unit the student will be able to: - Identify a range of strategies and devices may be used to support the student with communication disabilities in the classroom; - Identify goals related to augmentative and alternative communication and how these can be utilised in developing individual education plans for students; - Design and use AAC tools which provide effective personalised interventions for students with communication disabilities in the classroom; - Work as a team to plan and implement supports and services to meet the unique needs of the students and their families; - Work with families and professionals to identify each child’s needs for assistive technology to promote access to and participation in learning experiences. Main Text/s and any supplementary readings: Main Texts: - Beukelman, D., & Mirenda, P. (2013). Augmentative and alternative communication: Supporting children and adults with complex communication needs. 4th Edition Paul H Brookes, USA Il-Ktieb tas-Sinjali (2006) KNPD. Il-Ktieb tas-Sinjali (2010) KNPD. Supplementary Readings: - Gatt, M. (2015) Development of AAC and Assistive Technology in Malta. Communication Support World Network retrieved from https://www.isaac-online.org/wordpress/wp-content/uploads/CSWN-newsletter-2.-2015.pdf. - Gatt, M. (2015) Mothers' views of the communication skills of Maltese children with complex communication needs. Communication Matters, 29 (3) 16-19. - Gatt, M. (2009) Assistive Technology in Malta. Augmentative Communication World Network retrieved from http://www.centralcoastchildrensfoundation.org/draft/wp-content/uploads/2012/03/ACWN-October-2009-Newsletter.pdf. - Mirenda, P. (2003). Toward functional augmentative and alternative communication for students with autism: Manual signs, graphic symbols, and voice output communication aids. Language, speech, and hearing services in schools, 34(3), 203-216. - Binger, C., Ball, L., Dietz, A., Kent-Walsh, J., Lasker, J., Lund, S., & Quach, W. (2012). Personnel roles in the AAC assessment process. Augmentative and Alternative Communication, 28(4), 278-288. - Gatt, M (2012) Enabling Participation for Maltese Children with Complex Communication Needs in Azzopardi, A (Ed) Roots to Inclusive Education - A question of Well Being. Lambert Academic Publishing pp 95-103. - Grove, N. (Ed.). (2012). Using storytelling to support children and adults with special needs: transforming lives through telling tales. Routledge. - Grove, N. (2015). Finding the sparkle: storytelling in the lives of people with learning disabilities. Tizard Learning Disability Review, 20(1), 29-36. - Hamm, B., & Mirenda, P. (2006). Post-school quality of life for individuals with developmental disabilities who use AAC. Augmentative and Alternative Communication, 22(2), 134-147. - Light, J., & Mcnaughton, D. (2012). Supporting the communication, language, and literacy development of children with complex communication needs: State of the science and future research priorities. Assistive Technology, 34-44. - Parette Jr, H. P., Brotherson, M. J., & Huer, M. B. (2000). Giving families a voice in augmentative and alternative communication decision-making. Education and training in mental retardation and developmental disabilities, 177-190. - Soto, G., Müller, E., Hunt, P., & Goetz, L. (2001). Professional skills for serving students who use AAC in general education classrooms: A team perspective. Language, Speech, and Hearing Services in Schools, 32(1), 51-56. - Soto, G., Solomon-Rice, P., & Caputo, M. (2009). Enhancing the personal narrative skills of elementary school-aged students who use AAC: The effectiveness of personal narrative intervention. Journal of communication disorders, 42(1), 43-57. |
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| STUDY-UNIT TYPE | Lecture and Workshop | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | May Agius |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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