Upon completion of the course, students are expected to be able to:

• Know the principles of Augmentative and Alternative Communication (AAC)
• To know the use of AAC
• Be aware of populations needing AAC systems and predictors of AAC use.
• Carry out assessments to find the appropriate AAC system.
• Choose individualized interventions for the use of AAC
• Know the theoretical and practical issues of AAC use
  

• Decision making
• Efficient search, analysis, and synthesis of data and information using the essential technologies
• Exercise criticism and self-criticism
• Generation of new research ideas
• Independent Assignment
• Promotion of free, creative and inductive thinking
• Work in an interdisciplinary environment

The course provides a general overview of Augmentative and Alternative Communication (AAC) and their concepts. Its contents include identifying, categorizing, and distinguishing the characteristics of AAC systems, their analysis, and types. Also, the predictors of use, the assessment, and the intervention process in the application of AAC in populations of children and adults with communication, sensory, and motor disorders are presented.

The course is developed in 13 sections:

• Normal development course of communication
• Definition of Augmentative and Alternative Communication (AAC)
• AAC systems
• Types of Technology (Low – Medium – High)
• Predictors of AAC use
• AAC user categories of children and adults
• Communication, Sensory and Motor Disorders and AAC
• Methods of Intervention and representation of information depending on the disorder and the population

• Individual assignment, either written or in-class presentation at the end of the course, with the drafting of an individual speech therapy plan with AAC (20%)

• Final exam at the end of the semester (80% of the final grade) that will include short-answers and/or closed-ended (e.g., multiple-choice) questions, exercises about a clinical case, etc.

Books

• Γεωργοπούλου, Σ. (2024). Τεχνολογία Εναλλακτικής Επαυξητικής Επικοινωνίας. Constantaras, Code in Eudoxus [133035742]
• Newby, T. J., Stepich, D. A., Lehman, J. D., & Russel, J. D. (2009). Εκπαιδευτική τεχνολογία για διδασκαλία και μάθηση. Επίκεντρο, Code in Eudoxus [14958]

Additional bibliography

• Baken, R.J. & Orlikoff, R.F. (2010). Clinical Measurements of Speech & Voice. (2nd Edition). New York: Delmar Cengage Learning.

• Behrman, A. (2018). Η επιστήμη της ομιλίας και φωνής. Constantaras, Code in Eudoxus [133038476]

• Beukelman, D. R., & Mirenda, P. (2013). Augmentative and alternative communication:Supporting children and adults with complex communication needs. Baltimore: Paul H. Brookes Pub.

• Cook, A. M. & Polgar, J.M. (2015). Assistive Technologies: Principles and Practice. St. Louis, Missouri: Elsevier/Mosby

• Da Fonte, M. A., & Boesch, M. C. (2018). Effective Augmentative and Alternative Communication Practices: A Handbook for School-based Practitioners. New York: Routledge.

• Pino, A. (2015). Free assistive technology software for persons with motor disabilities. In Open Source Technology: Concepts, Methodologies, Tools, and Applications (pp. 462-505). IGI Global.

• Pohlmann, K.C. (2011) Principles of Digital Audio. (6th Edition). New York: McGraw-Hill.

Related Journals

• Θέματα Ειδικής Αγωγής

• Journal of Research in the Special Educational Needs (JRSEN)