Assistive Technology: School-Related Issues Following a very successful Leadership in AAC Conference (Sea Isle, GA, January 2002) that focused on issues related to teaching reading to AAC users this newsletter issue also focuses on school-related issues. The issue features articles by Elizabeth and Liz Clark, a mother-daughter team who provide augmentative and alternative communication ... Article
Article  |   November 01, 2002
Assistive Technology: School-Related Issues
Author Affiliations & Notes
  • Susan R. McCloskey
    PA Training and Technical Assistance Network, King of Prussia, PA
Article Information
Augmentative & Alternative Communication / School-Based Settings / Articles
Article   |   November 01, 2002
Assistive Technology: School-Related Issues
SIG 12 Perspectives on Augmentative and Alternative Communication, November 2002, Vol. 11, 2-3. doi:10.1044/aac11.3.2
SIG 12 Perspectives on Augmentative and Alternative Communication, November 2002, Vol. 11, 2-3. doi:10.1044/aac11.3.2
Following a very successful Leadership in AAC Conference (Sea Isle, GA, January 2002) that focused on issues related to teaching reading to AAC users this newsletter issue also focuses on school-related issues. The issue features articles by Elizabeth and Liz Clark, a mother-daughter team who provide augmentative and alternative communication (AAC) services in southeastern Pennsylvania, Jane Korsten, co-author of the Every Move Counts program, who focuses on services to students with severe, multiple disabilities, and Joy Zabala and I, who share information about quality indicators for assistive technology (QIAT). While the authors predominantly work with school-aged clientele, the topics are not limited to those who have school-based caseloads or practices. This issue will explore and provide resources in the area of data collection, decision-making practices, and a set of indicators that have been developed by a small, varied group of service providers as a result of trying to articulate the needs of the field in terms of “effective practice.”
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