Literacy Instruction and AAC: A Mysterious Mosaic? According to the United Nations (Resolution 56/116 UNESCO, 2003, p. 2), “literacy is crucial to the acquisition, by every child, youth and adult, of essential life skills that enable them to address the challenges they can face in life, and represents an essential step in basic education, which is ... Article
Article  |   June 01, 2006
Literacy Instruction and AAC: A Mysterious Mosaic?
Author Affiliations & Notes
  • Martine Smith
    Clinical Speech & Language Studies, Trinity College, Dublin, Ireland
Article Information
Augmentative & Alternative Communication / Special Populations / Genetic & Congenital Disorders / Normal Language Processing / Speech, Voice & Prosody / Articles
Article   |   June 01, 2006
Literacy Instruction and AAC: A Mysterious Mosaic?
SIG 12 Perspectives on Augmentative and Alternative Communication, June 2006, Vol. 15, 2-7. doi:10.1044/aac15.2.2
SIG 12 Perspectives on Augmentative and Alternative Communication, June 2006, Vol. 15, 2-7. doi:10.1044/aac15.2.2
According to the United Nations (Resolution 56/116 UNESCO, 2003, p. 2), “literacy is crucial to the acquisition, by every child, youth and adult, of essential life skills that enable them to address the challenges they can face in life, and represents an essential step in basic education, which is an indispensable means for effective participation in the societies and economies of the twenty-first century.” Over the last two decades, we have gradually started to understand the literacy development of individuals who use augmentative and alternative communication (AAC). While we know that many individuals who use AAC find reading and writing difficult, we also know that this struggle is not simply a direct consequence of a severe speech impairment. It usually reflects a combination of factors, including the resources individuals bring to the learning task, but also their experiences and the instruction they receive.
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