Communication Access in the Library for Individuals who use Augmentative and Alternative Communication

Shepherd, Tracy A.; McDougall, Stacy

doi:10.1080/07434610802467297

Cited by 9 publications

(3 citation statements)

References 15 publications

(12 reference statements)

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“…Barriers include, negative attitudes of communication partners, lack of contextual cues, time pressures when using services and the lack of available communication aids to get their message across [11,12,14]. Communication access [11,[15][16][17], is a parallel concept to physical access, defined as occurring "when people are respectful and responsive to individuals with communication disabilities, and when strategies and resources are used to support successful communication" [16, p.56].…”

Section: Introductionmentioning

confidence: 99%

Communication access on trains: a qualitative exploration of the perspectives of passengers with communication disabilities

Bigby

Johnson

O’Halloran

et al. 2017

Disability and Rehabilitation

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For transport to be accessible to people with communication disabilities many different types of adjustment are required. Using multiple modes of communication with attention to understandability and consistent responses from public contact staff skilled to interact in multiple ways, may be the most flexible and effective means of responding to difficulties posed by the complex and unpredictable nature of train services. Implications for Rehabilitation People with communication disabilities are a diverse group which includes people with physical, sensory, speech, language, and cognitive impairments. Public transport services need to provide a range of communication adjustments to enable people with communication disabilities to travel successfully. Transport services must retain and refine accessible alternatives to online information and booking systems for people with cognitive impairments to avoid widening the digital divide. Frequent and unavoidable changes to train services mean that skilled public contact staff, access to information and a culture of help seeking and giving are particularly important in facilitating access for people with communication disabilities.

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Section: Introductionmentioning

confidence: 99%

Communication access on trains: a qualitative exploration of the perspectives of passengers with communication disabilities

Bigby

Johnson

O’Halloran

et al. 2017

Disability and Rehabilitation

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“…Some AAC clinicians and researchers have taken up this challenge. For example, in Australia and Canada the innovative ‘Libraries for All’ project developed interventions aimed to provide AAC resources and train librarians across public library systems in order to increase communicative access in libraries for people who use AAC (Shepherd and McDougall ). Others have advocated for social acceptance of human communication assistants (similar to human assistants who guide people with visual impairments) to increase communicative access (Beukelman et al .…”

Section: Discussionmentioning

confidence: 99%

‘Communicative competence’ in the field of augmentative and alternative communication: a review and critique

Teachman

Gibson

2013

Intl J Lang & Comm Disor

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“…The ICF-CY can be used to differentiate these dimensions and portray the life situation of the child in need of AAC and the proximal environments of family, home and school as a framework for individualised intervention. The use of the ICF-CY to document different AAC interventions may be particularly valuable for AAC applications to specific areas such as comprehension (Sevick, 2006), literacy (Hetzroni, 2004), and access in library use (Shepherd & mcDougall, 2008).…”

Section: Deriving Profiles Of Functioningmentioning

confidence: 99%

Communication, Disability, and the ICF-CY

Simeonsson¹,

Björck‐Åkesson²,

Lollar³

2012

Augmentative and Alternative Communication

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The child's interactions with persons in the proximal environment constitute the context for development of communication. Within early close relationships, the child acquires communication skills; developmental outcomes are defined by the continuous dynamic interactions of the child, the experiences provided by the family and close environment, and the use of different means of augmentative and alternative communication (AAC). Communication problems manifest in a variety of ways and at different levels of severity. The nature of problems differs as a function of the child's age and diagnosed condition, the communication skills of interaction partners, and the availability of communication aids. The focus for assessment and intervention may be the child, the family, the close environment and/or the interactions between them. Clarifying these varied functions and environmental factors is crucial for appropriate assessment and provision of augmentative and alternative communication (AAC) interventions. This paper reviews issues in assessment and intervention for children in need of AAC and presents the World Health Organizations' (WHO) International Classification of Functioning, Disability and Health version for Children and Youth (ICF-CY) as a tool to enhance assessment and intervention in the AAC field.

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Communication Access in the Library for Individuals who use Augmentative and Alternative Communication

Cited by 9 publications

References 15 publications

Communication access on trains: a qualitative exploration of the perspectives of passengers with communication disabilities

Communication access on trains: a qualitative exploration of the perspectives of passengers with communication disabilities

‘Communicative competence’ in the field of augmentative and alternative communication: a review and critique

Communication, Disability, and the ICF-CY

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