From the Coordinator Hello, Division 12 affiliates. Welcome to the second issue of Perspectives on AAC for 2004. This is an exciting issue, especially for individuals who are in higher education, since it is a joint issue sponsored by Division 12 (DAAC) and Division 10 (Issues in Higher Education). Our guest editors, Gary ... Coordinator's Column
Coordinator's Column  |   June 01, 2004
From the Coordinator
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Augmentative & Alternative Communication / Coordinator's Column
Coordinator's Column   |   June 01, 2004
From the Coordinator
SIG 12 Perspectives on Augmentative and Alternative Communication, June 2004, Vol. 13, 1-2. doi:10.1044/aac13.2.1
SIG 12 Perspectives on Augmentative and Alternative Communication, June 2004, Vol. 13, 1-2. doi:10.1044/aac13.2.1
Hello, Division 12 affiliates. Welcome to the second issue of Perspectives on AAC for 2004. This is an exciting issue, especially for individuals who are in higher education, since it is a joint issue sponsored by Division 12 (DAAC) and Division 10 (Issues in Higher Education). Our guest editors, Gary Cumley and Nancy Robinson, have done an excellent job of bringing together leaders in the area of AAC and higher education in order to bring us information on what is happening within the preservice arena. For anyone within AAC and higher education, you know that this is an exciting time for us, since AAC is now one of the major categories in the new standards for certification in speech-language pathology. Thus, in addition to our traditional areas, the standards now include the area of communication modalities as one of the new areas to the field. The new standards, which go into effect January 1,2005, require that graduate programs provide evidence of student’s knowledge and skills within the nine areas identified (i.e., language, articulation, voice, receptive and expressive language in oral and written modalities, hearing, swallowing, cognitive aspects of communication, social aspects of communication, and communication modalities). The articles in this issue describe programs that have been developed at three universities, the use the Internet and Web-based learning in AAC, and the development of a model syllabus in AAC. The issue provides all of us with information that we need to evaluate and compare to the knowledge and skills document for AAC (ASHA, 2001) and the Technical Report that was recently adopted by the ASHA (in press).
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