Student-Centered AAC Design and Intervention, Part 2: Practical, Collaborative Approaches for Learners with Visual Impairments and Additional Disabilities

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Presented by Megan Mogan, MS-CCC-SLP and Christopher Russell, MS. Ed., TVI

In this webinar, implementation strategies for teaching and using a student-centered AAC system will be presented, using case studies from current students.

This presentation is the second part in a two-part series that considers the unique needs of early communicators with visual impairment and additional disabilities (including deaf-blindness) when designing Augmentative-Alternative Communication (AAC) Systems.

Check out Student-Centered AAC Design and Intervention, Part 1 »

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Learning Goals and Objectives

Upon completion of the session, participants will be able to:

  • Plan and implement multimodal AAC systems across daily routines and settings.
  • Facilitate individualized access to AAC, including adaptations and strategies supporting interaction and use of systems.
  • Include collaborative team roles in implementing an AAC communication system.
  • Express goals of communication intervention.
  • Assess progress and maintain ongoing support for AAC systems.

 

PRESENTER SUMMARY:
Megan Moganis a Speech-Language Pathologist at the Arizona State Schools for the Deaf and Blind – Tucson Campus. She specializes in working with students who are blind and visually impaired with additional disabilities, including deaf-blindness.

Chris Russell is the Project Coordinator for the New York Deaf-Blind Collaborative, and has experience as a classroom teacher and Teacher of the Visually Impaired (TVI) working with children who have visual impairments and additional disabilities including deaf-blindness. Chris specializes in severe and multiple disabilities including deaf-blindness, curriculum adaptations for children with visual impairments and additional disabilities, and instructional strategies supporting communication development for children with pre-symbolic communication.

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