15 Higher education credits Second cycle

COURSE SYLLABUS Ref 1(7) Board of Rehabilitation Sciences Education, NRU LOGN01 AAC Augmentative and Alternative Communication 15 Higher education credits Second cycle General Information Main field Speech and language pathology Type of course This second cycle course is optional in the later stages of the one or two-year Master's programmes in Speech and Language Pathology and may be taught as a single-subject course or contracted as training for active professionals. The course complies with the regulations of the Higher Education Ordinance (1993:100 with later amendments). Language of instruction Swedish Learning Outcomes The overall aim of the course is to provide in-depth theoretical support linked to current research and clinical/pedagogical activities in the area of augmentative and alternative communication, AAC, for individuals working in the field of communication and disability. Knowledge and understanding On completion of the course, students shall be able to: provide an in-depth description of AAC on the basis of users/target group, tools and environment; discuss in depth decisions on AAC on the basis of a multifactoral and multiprofessional approach; discuss in depth decisions on AAC from a developmental perspective; discuss pedagogical, habilitating and nursing aspects of AAC measures, identifying obstacles and opportunities in the various problems at hand. Skills and abilities On completion of the course, students shall demonstrate the ability to: describe fundamental concepts in the field of AAC, including language and communication for different target groups from laymen to specialists in other fields; describe an AAC process, from assessment to evaluation and follow-up, for different target groups, from laymen to specialists in other fields; assess and describe the individual s prerequisites in relation to the communication forms available and environmental factors;

COURSE SYLLABUS Ref 2(7) compare, evaluate and discuss differences between types of communication in relation to communicative and linguistic level; formulate a question in the field of AAC and illuminate it from various perspectives. Judgment and approach On completion of the course, students shall demonstrate the ability to: discuss ethical and pragmatic aspects, and environment and surrounding factors, in depth. Course Content Theoretical overview and in-depth study of the field Alternative and Augmentative Communication in relation to linguistic and cognitive development. Concepts and definitions. Communicative rights, legislation and control documents. Selection and assessment on the basis of target group/disability, communication forms and environmental factors. Methodology and supervision. Follow-up and evaluation. Subjects examined Presentation of papers and of point of departure of in-depth task, 3 credits Examination covering concepts, 3 credits Individual project/in-depth task, 9 credits Instruction and Examination Instruction The course is taught in the form of lectures, seminars and own project work. Examination A pass on the course requires: active participation compilation and presentation of selected papers a pass on the examination of concepts oral and written presentation of the in-depth task. One examination and one opportunity to retake the examination are arranged soon after the course. Students who do not achieve a pass on either of these occasions will be able to retake the examination on a later occasion. A student who has failed an examination for a particular course or part of a course twice may request that the educational institution appoint a different examiner. Students who have failed an examination on a theoretical course are entitled to retake the examination four times. Grades Grades are set for a completed course. One of the grades Pass or Fail is awarded.

COURSE SYLLABUS Ref 3(7) Admission Requirements To be eligible for the course students must have been accepted into the Speech and Language Pathology programme and have completed at least 180 credits. Other eligible students are those with basic eligibility and a degree in Speech and Language Pathology, special education, psychology, occupational therapy or equivalent in the field of communication and disability. Literature See Appendix.

COURSE SYLLABUS Ref 4(7) Appendix: Literature LOGN01 AAC Augmentative and Alternative Communication 15 Higher education credits Second cycle Main literature AKK i ett svenskt perspektiv. Examinationsuppgifter (2004). Course in AAC 1-10 p. Avdelningen för logopedi, foniatri och audiologi. Department of Clinical Science, Lund University Heister Trygg, B.; Andersson, I.; Hardenstedt, L. & Sigurd Pilesjö, M. (1998). Alternativ och kompletterande kommunikation i teori och praktik. Stockholm: Handicap Institute. ISBN 91-8833719-7. Heister Trygg, B. (2003). Förslag till POLICY FÖR INSATSER - barn med grav tal- och språkstörning och behov av alternativa kommunikationsvägar (AKK). Stockholm: Swedish Institute of Assistive Technology. Heister Trygg, B. (2005). GAKK GRAFISK AKK. Om saker, bilder och symboler som Alternativ och Kompletterande Kommunikation. SÖK: www.sokcentrum.se Heister Trygg, B. (2003). TAKK - Tecken som AKK. Umeå: Swedish Institute for Special Needs Education. von Tetzchner, S. & Hygum Jensen, M. (1996). Augmentative and alternative communication. European perspectives. London: Whurr Publishers. von Tetzchner, S. & Grove, N. (2003). Augmentative and alternative communication. Developmental issues. London: Whurr Publishers. Åström, U. (2001). Går det att ha ett vanligt samtal med alternativ och kompletterande kommunikation (AKK)? En studie av den sociala interaktionen hos AKK-användare med utvecklingsstörning i dagcentermiljö. Stockholm: Stockholm County Council. Handicap & Habilitation. Articles indicated by the course teacher, 100 pages approx. Reference literature Andén, G. & Hellbom, A. (1985). Naturliga reaktioner och signaler - kommunikation för gravt förståndshandikappade. Stockholm: Swedish Institute for the Handicapped. Andersson, H. (2007). Alternativ och kompletterande kommunikation: en studie av hur sex specialpedagoger inom träningsskolor upplever och förhåller sig till AKK. Degree project in special needs education. Linköping university. Andersson, I. & Eriksson, M. (2004). Vems kommunikation är det som bedöms? Master thesis. Department of speech and language pathology and phoniatrics. Lund university. Andersson, I.; Heister Trygg, B. & Sigurd Pilesjö, M. (1999). AKK i praktiken ett studiecirkelmaterial. Stockholm: Swedish Institute of Assistive Technology. Anderson, L (2002). Interpersonell kommunikation. En studie av elever med hörselnedsättning I särskolan. Doctoral thesis. Malmö university college. Augustsson, Agneta & Nylander, Eva-Marie (2007). Utveckling och klinisk prövning av en AKK modell inom vuxenhabilitering : ett projekt om att möta frågeställningar om alternativ och kompletterande kommunikation. Report/Västra Götalandsregionen, R&D, Disabilities department. Beukelman, D. & Mirenda, P. (1998). Augmentative and alternative communication management of

COURSE SYLLABUS Ref 5(7) severe communication disorders in children and adults. Baltimore: Paul H Brookes Publishing Co. ISBN 1-55 76 63 33-5. NY UPPLAGA! Beukelman, D., Yorkston, K. & Reichle, J. (2000). Augmentative and alternative communication for adults with acquired Neurologic Disorders. Baltimore: Paul H Brookes Publishing Co. Björck-Åkesson, E. (1996) Att ge och ta emot. Göteborg: SIH Läromedel. Blackstone, S. & Hunt Berg, M. Socialt nätverk. Kartläggning av kommunikationen mellan individer med komplexa kommunikativa behov och deras kommunikationspartners. Härnösand: Swedish Institute for Special Needs Education. Brodin, J. (1991). Att tolka barns signaler. Gravt utvecklingsstörda flerhandikappade barns lek och kommunikation. Department of Education, Stockholm University. Butler, K. (1994). Severe communication disorders - Intervention strategies. Aspen Publishers Inc. Chapters from Butler will be allocated to students. Gaithersburg NEW EDITION? Cress, C: & Marvin, C. Common Questions about AAC Services in Early Intervention. Augmentative and Alternative Communication, vol 19, December 2003. (NEW!) Cumley, G. & Swanson, S. Augmentative and Alternative Communication Options for Children with Developmental Apraxia of Speech: Three Case Studies. Augmentative and Alternative Communication, vol 15, June 1999. Einarsdottir, G. (2006). Lärandemiljö för elever som använder alternativ och kompletterande kommunikation, AKK. Master thesis in special needs education. Department of Behavioural Science. Linköping university. Ekström, Yvonne (2003). Lära för livet om kommunikationsstöd i skola och vuxenliv för personer med autism och utvecklingstörning. pp. 61 80, No. 28, Department of Human Development, Learning and Special Education. Stockholm Institute of Education. Fallbeskrivningar med beslutsprocess för AKK. Examination questions (1996, 1997). Course in AAC 0-5 p. Department of speech and language therapy and phoniatrics. Lund university. Ferm, U. (2006). Using language in social activities at home a study of interaction between caregivers and children with and without disabilities. Doctoral thesis. Department of Linguistics. Göteborg university. Glennen, S. & DeCoste, D. (1997). Handbook of Augmentative and Alternative Communication. San Diego, London: Singular Publishing Group Inc. Chapters from Glennen & decoste will be allocated among students. ISBN 1-56593-684-1. Price SEK 904 (Bokus.com). Hardenstedt, L. & Sigurd Pilesjö, M. (2000). Fickbandspelare som kommunikationsstöd en metodbok. Malmö: KunskapsCentrum-SYD. Heister Trygg, B. & Sigurd Pilesjö, M. (1997). Språkförmåga vid dys/anartri och rörelsehinder. Master thesis. Department of speech and language pathology and phoniatrics. Lund university. Heister Trygg, B. (2002). Kommunikation i grupp för barn och ungdomar med talhandikapp. Stockholm: Swedish Institute for Assistive Technology. Holmqvist Äng, Ulla (2000). Jag vill jag kan. Den kommunikativa kompetensen hos tre elever som har hörselskada/dövhet, utvecklingstörning och rörelsehinder. 10 p, No. 31 Department of Human Development, Learning and Special Education. Stockholm Institute of Education. Jansson, Lena. (2007). Elever med alternativ och kompletterande kommunikation och elevernas förutsättningar för utveckling i grundskolan. Essay, Department of Behavioural Science. Kristianstad university college. Kent-Walsh, J. & Light, J. General Education Teachers Experiences with Inclusion of Students who use Augmentative and Alternative Communication. Augmentative and Alternative Communication, vol 19, June 2003. (NEW!) Käcker, P. (2007). Nycklar till kommunikation. Kommunikation mellan vuxna personer med grav förvärvad hjärnskada och personernas närstående, anhöriga och personal. Doctoral thesis. Linköping: The Swedish Institute for Disability Research at the Department of Behavioural Sciences and Learning. Linköping University.

COURSE SYLLABUS Ref 6(7) Light, J. & Binger, C.(1998). Building Communicative Competence with Individuals who use Augmentative and Alternative Communication. Chapters from Light & Binger will be allocated among students. Baltimore: Paul H Brookes Publishing Co. ISBN 1-55766-324-6. Loncke, F.; Clibbens, J.; Arvidson, H. & Lloyd, L. (1999). Augmentative and Alternative Communication. New Directions in Research and Practice. London: Whurr Publishers. Lundmark, Lena (2007). Barn med Downs syndrom: språkträning och social träning Fyra fallstudier av barn i tidiga åldrar. Umeå University. Magnusson, M. (2000). Language in life life in language. Dept of Education, Karlstad university. Morell, Anja (2006). AKK med hjälp av pekdatorer för barn med autism : en metodutveckling baserad på tre fallstudier. Lund : R&D unit, Habilitation & assistive technology, Region Skåne. Nilsson, Marie (2004).Jag vill berätta Specifik AKK som möjlighet i dialog och samspel med en elev i träningsskolan. 10 p, No. 41, Department of Human Development, Learning and Special Education, Stockholm Institute of Education. Nyhetsbladet för AKK. (1996- ). SÖK. Reviews and articles on ACC. Published quarterly. Olsson, C. (2006).The kaleidoscope of communication. Different perspectives on communication involving children with severe multiple disabilities. Department of Human Development, Learning and Special Education. Stockholm Institute of Education. Sigurd Pilesjö, M. (2005). Hur kommer vi igång med kommunikationskartan? Umeå: Swedish Institute of Special Needs Education. Sigurd PilesjöM. & Hardenstedt, L. (2001a, b). a) KOMPASS - Kommunikationspass computer tool, supervision and evaluation. b) Vågar du prata med en person med talhandikapp? om kommunikationspass. Supervision, computer tool and manual. Stockholm: Swedish Institute of Assistive Technology. Sigurd Pilesjö, M., Einarsdottir, G. & Lindbladh, L. (2004). Att utveckla AKK och självbestämmande hos elever med flerfunktionshinder. Malmö: Team Munkhättan. Sporre, M. (2000). Digitala bilders kommunikativa funktion för människor med kommunikationshandikapp. Lund: Department of speech and language therapy and phoniatrics, Faculty of Medicine, Lund university. TAKK - Tecken som alternativ och kompletterande kommunikation. Projektrapporter genomförda vid kurs i specialpedagogisk påbyggnadsutbildning (2006). Malmö: Teacher training course, Malmö university college. Thunberg, G. (2007). Using Speech-Generating Devices at Home. A study of children with autism spectrum disorders at different stages of communication development. Doctoral thesis. Department of Linguistics. Göteborg university. Tornmalm, M. (2004). Digitala bilder en bro till språket? Fallbeskrivning av språkutveckling hos en icke-talande utvecklingsstörd pojke med autism som ges tillgång till bildspråklig miljö i hemmet. R&D report 2004-03. Stockholm: Stockholm County Council, Handicap & Habilitation. von Tetzchner, S. & Martinsen, H. (1991). Språk og funksjonshemning. Oslo: Gyldendals Norsk Forlag. von Tetzchner, S. & Martinsen, H. (2002). Alternativ og supplerende kommunikasjon. En innfǿring i tegnspråksopplǽring og bruk av kommunikasjonshjelpemidler for mennesker med språk- og kommunikasjonsvansker. Oslo: Gyldendals Norsk Forlag AS. Winlund, G. & Rosenström Bennhagen, S. (2004). Se mig! Hör mig! Förstå mig! ala-rapport 97/959. FUB:s forskningsstiftelse ala. Zachrisson, Gerd, Rydeman, Bitte och Eva Björck-Åkesson (2002). Gemensam problemlösning vid alternativ och kompletterande kommunikation (AAK). Vällingby: Swedish Institute of Assistive Technology. Åkerstedt, S. (2001). Tecken och bilder som alternativ kompletterande kommunikation för barn med språksvårigheter. Linköping university 220 års erfarenhet av AKK. Examination questions (2000). Course in AAC 0-5, 6-10 p. Department of Speech and Language Therapy and Phoniatrics, Lund university.

COURSE SYLLABUS Ref 7(7)