AAC Over the Long Haul Articles in this issue have illustrated clearly, and from multiple perspectives, what happens when AAC is or needs to be part of a student's life. Collectively, the articles have provided perspective on the things that we accept as core “givens” as speech-language pathologists work with families—and students themselves—in decision-making ... Article
Article  |   November 01, 1998
AAC Over the Long Haul
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Articles
Article   |   November 01, 1998
AAC Over the Long Haul
SIG 12 Perspectives on Augmentative and Alternative Communication, November 1998, Vol. 7, 9-10. doi:10.1044/aac7.4.9
SIG 12 Perspectives on Augmentative and Alternative Communication, November 1998, Vol. 7, 9-10. doi:10.1044/aac7.4.9
Articles in this issue have illustrated clearly, and from multiple perspectives, what happens when AAC is or needs to be part of a student's life. Collectively, the articles have provided perspective on the things that we accept as core “givens” as speech-language pathologists work with families—and students themselves—in decision-making and implementation with respect to AAC use. This article takes a quick look at a few critical areas that we should be attentive to, as youngsters who are AAC users become teens, then adults.
What are the issues and practices that we need to be attuned to, hone our skills at, and incorporate into “life going on”? Consider these three core areas of concern: family/student direction, responsiveness to changing circles and patterns of interaction, and literacy demands.
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