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Able to be Active Communicator: Blind get Bright Language

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Children with visual impairments and multiple disabilities experience difficulties in communicative interaction. Due to limited verbal and sensory competence, children with visual impairments and multiple disabilities have difficulty in spontaneous participation and communication in their lives. For educating these students, it is important to maximize their sensory processing through augmentative and alternative communication (AAC) support and allow them to match concrete materials to communicative symbols.
The purpose of this study was to investigate the effects of communication box training on acquisition of communication functions for children with visual impairments and multiple disabilities. To accomplish this purpose, following questions were addressed: (1) the acquisition, generalization, and maintenance effects of communication-box-based augmentative and alternative communication (AAC) training on acquisition of communicative functions for three Children with visual impairments and multiple disabilities (2) the diversification of communication functions according to objectives of each activity.
Participants were three Korean students with visual impairments and multiple disabilities, two males and one female. They attended in special school for the visual impairments. Two are blind and one is student with low vision. They did not have any reliable communication skill and have not received any training of augmentative and alternative communication (AAC) before this study. In this study, they used communication box with concrete materials to request their needs and preference. The results obtained from the present study are all three students acquired communication functions through communication-box-based augmentative and alternative communication (AAC) training and diversified these functions according to each activity.

Author(s):

MIAE GO    
Department of Special Education, Ewha Womans University
Korea (Republic of)

EUNBYUL LEE    
Department of Special Education, Ewha Womans University
Korea (Republic of)

JIHYE LEE    
Department of Special Education, Ewha Womans University
Korea (Republic of)

 

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