Implementation of iPads for AAC in a Specialist School This paper will discuss the implementation of Proloquo2Go for a group of students in a specialist school. This implementation was planned by the school executive at Malkara School in consultation with a speech-language pathologist from Therapy ACT. During the first term of the implementation, the author was engaged as a ... Article
Article  |   April 2015
Implementation of iPads for AAC in a Specialist School
Author Affiliations & Notes
  • Jane Farrall
    Jane Farrall Consulting, Melbourne, Victoria, Australia
  • Disclosure: Financial: Jane Farrall has no financial interests to disclose.
    Disclosure: Financial: Jane Farrall has no financial interests to disclose.×
  • Nonfinancial: Some information about the project was presented at the AGOSCI Conference in 2013 in Sydney, Australia. It was also mentioned briefly at the ISAAC conference in 2014 in discussion following a presentation but was not the subject of the presentation. This article will focus exclusively on the use of the mobile application (app) Proloquo2Go and will not include information other similar or related products.
    Nonfinancial: Some information about the project was presented at the AGOSCI Conference in 2013 in Sydney, Australia. It was also mentioned briefly at the ISAAC conference in 2014 in discussion following a presentation but was not the subject of the presentation. This article will focus exclusively on the use of the mobile application (app) Proloquo2Go and will not include information other similar or related products.×
  • Copyright © 2015 American Speech-Language-Hearing Association
Article Information
Augmentative & Alternative Communication / School-Based Settings / Articles
Article   |   April 2015
Implementation of iPads for AAC in a Specialist School
SIG 12 Perspectives on Augmentative and Alternative Communication, April 2015, Vol. 24, 51-59. doi:10.1044/aac24.2.51
History: Received December 15, 2014 , Revised April 7, 2015 , Accepted April 10, 2015
SIG 12 Perspectives on Augmentative and Alternative Communication, April 2015, Vol. 24, 51-59. doi:10.1044/aac24.2.51
History: Received December 15, 2014; Revised April 7, 2015; Accepted April 10, 2015
Acknowledgements
The author would like to express her thanks to the school executive at Malkara School for their strong advocacy for communication for all students. The author would also like to thank Fiona Barron, the amazing class teacher of the 2012 Proloquo2Go classroom who implemented all the recommendations so brilliantly and the learning support assistants who also were crucial in the success of this project.

This paper will discuss the implementation of Proloquo2Go for a group of students in a specialist school. This implementation was planned by the school executive at Malkara School in consultation with a speech-language pathologist from Therapy ACT. During the first term of the implementation, the author was engaged as a literacy consultant by the school and began to consult around this classroom as well from Term 2. This paper will discuss what occurred both before and after the author's involvement.

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