Selecting Reading and Writing Vocabulary for the AAC User Recently, a 31-year-old friend with cerebral palsy, Jackie, shared the trials of learning to read as she was growing up. From the age of 5, she attended a school for children with physical disabilities. Most of the students in the school used wheelchairs and needed full-assistance for daily living ... Article
Article  |   October 01, 2002
Selecting Reading and Writing Vocabulary for the AAC User
Author Affiliations & Notes
  • Mary Ann Lowe
    Communication Sciences and Disorders, Nova Southeastern University, Fort Lauderdale, FL
Article Information
Augmentative & Alternative Communication / Normal Language Processing / Articles
Article   |   October 01, 2002
Selecting Reading and Writing Vocabulary for the AAC User
SIG 1 Perspectives on Language Learning and Education, October 2002, Vol. 9, 30-34. doi:10.1044/lle9.3.30
SIG 1 Perspectives on Language Learning and Education, October 2002, Vol. 9, 30-34. doi:10.1044/lle9.3.30
Recently, a 31-year-old friend with cerebral palsy, Jackie, shared the trials of learning to read as she was growing up. From the age of 5, she attended a school for children with physical disabilities. Most of the students in the school used wheelchairs and needed full-assistance for daily living skills. Self-help skills were the curriculum priority, while literacy skills were not addressed. My friend’s mother knew that Jackie had the potential for learning to read and insisted that Jackie be instructed in literacy. Unfortunately, the process of receiving daily instruction in reading was difficult due to staff time restraints. To complicate the matter, Jackie required augmentative and alternative communication (AAC) strategies to share her verbal language skills and also required adapted technology for written expression. With the persistence of Jackie’s mother and her own fortitude, Jackie excelled at reading throughout her public school years and is presently enrolled in graduate school with a major in communication.
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