БългарскиAAC2023 – 26 November 2023
Special Session
Bulgarian Experience in AAC
Evgeniya Hristova, PhD, prof. Maurice Grinberg
Knowledge and Usage of AAC among the professionals in Bulgaria
The talk presents a survey among professionals from RCSPIE (Regionals Centers supporting Inclusive Education) and CSES (Centers for special educational support) regarding their knowledge and frequency of use of various AAC tools. The results demonstrate an insufficient level of use of middle-tech and high-tech AAC tools, as well as of alternative methods for computer access. The prospects for the more successful introduction of AAC are examined in the light of many initiatives and projects currently being carried out in Bulgaria. One of these initiatives is the establishment of a National Team of AAC experts, carried out within the framework of a partnership between “ASSIST – Assistive Technologies” and UNICEF Bulgaria and supported by the Ministry of Education and Science.
Maria Yankova, PhD, Nadejda Ivanova, Kalina Hristova
Supporting professionals through peer learning
The introduction of the ICF-CY as a means of assessing educational needs and the need for additional support places inclusive education at an important transition. New is the long-awaited transition from the medical to a complex bio-psycho-social model, which takes into account all strengths, challenges, needs (including communicative ones) and their interaction with environmental factors. In the full scorecard effective from September 2023. the main component is activities, and communication, social interaction and the mastery of communicative competences are among the main advocated. This brings AAC to the fore and a long-skipped and under-prioritized topic becomes a priority in the assessment of special needs and the implementation of additional support. The current report will present the relationship between ICF-CY /adapted version for Bulgaria/, AAC and support planning for a child with communication disorders.
Video with English translation
Anna Dincheva
AAC through the lens of functional assessment
The introduction of ICF-CY as a means of assessing educational needs and the need for additional support puts inclusive education in front of an important transition. New is the long-awaited transition from the medical to a complex bio-psycho-social model, which takes into account all strengths, challenges, needs (including communicative ones) and their interaction with environmental factors. In the full scorecard effective from September 2023.
. the main component is activities, and communication, social interaction and the mastery of communicative competences are among the main advocated. This brings to the fore and a long-skipped and under-prioritized topic becomes a priority in the Cand support planning for a child with communication disorders.
Video with English translation
Milena Hristova
Cboard in support of a child with communicative needs in kindergarten – a case study
Cboard is an assistive communication tool and is a free web application for children and adults with language and speech difficulties that facilitates symbol communication and text-to-speech. Michaela is 6.5 years old and is in the fourth group in the “Banner of Peace” kindergarten in the city of Vratsa. She is almost 4 years old when she has an individual needs assessment to provide additional support. At the time of the assessment, Michaela is non-verbal, has difficulties in adaptation and communication with the other children in the group. Her diagnosis is Expressive and Impressive Speech Disorder. When she was 5 years old, she was included in the UNICEF project “Voice for every child” for direct support and use of Cboard. In the process of working with the Cboard application, Michaela’s first words begin to appear. The result of therapeutic support with the Cboard app is visible and ongoing. Her active vocabulary is expanding and she can now pronounce words, phrases and short sentences.
Video is available only to conference participants for a limited time.
Dimiter Kozarev, Velina Mitreva
AAC beyond limitations – communication at the next level
In the presentation, the lecturers will focus on presenting their personal experience and specific moments and aspects of the process of interaction with children in the context of communication through an AAC system. They will share techniques and guidelines from their professional repertoire that would facilitate the introduction and sustainable use of the method. They will emphasize the key function of parents in terms of their full involvement in the topic of the implementation of the conceptual idea of AAC and how they can be supported so that they acquire the necessary skills and confidence to play the role of a significant communication partner. Several case studies of children from their current practice will be presented, with a focus on their progress and the benefits of this intervention towards providing unconditional opportunities to achieve personal well-being and self-affirmation. The speakers will touch on the importance of applying a person-oriented approach in the context of assessment of communication needs and strategic planning of work for children with impaired functional speech.
Christina Davcheva, Pavlina Deskova
AAC in the world of children with multiple disabilities
The team of the Center for Special Educational Support from Pleven will present a shared experience of teaching and supporting students with multiple disabilities through the implementation of the AAC. The focus is on the individual child and his world, which is interesting and colorful. Through the implementation of DAK, specialists can look beyond the child’s capabilities and develop his potential, communication, socialization and independence.
The benefit of the AAC system for a child with multiple disabilities is self-awareness. The child learns that his decisions and actions affect his world and everyone else in it.
Nina Ruseva
Seasons, holidays and AAC
The topic of seasons, holidays and assistive technologies is in support of one of the goals of AAC, namely: Communication allows children to make sense of the world around them and what is happening in it (von Techner & Martinsen, 2015). The talk includes videos from activities with children and youth with complex and intensive support needs, with whom we work at the Emerging Communication level.
Presentation of the National Team of AAC Experts
Discussion
Bulgarian Experience in AAC
Ian Loughlin
Skyle for Windows and Inclusive EyeGaze Learning Curve
Elizabeth Bahr
Learning to Browse and Browsing to Learn
We will discuss the reason access to the internet is so important for a variety of AAC users at all levels. How to teach TD Browse and where to begin will also be covered and where accessible applications fit in to learning to use the web. Lastly, we will identify the future of TD Browse and the next steps in the development process.
Video is available only to conference participants.
Plenary Talk
Prof. Sarah Blackstone, PhD
Practice-based Research: Living, Learning, Making a Difference
Намирането на начини за подкрепа на деца с тежки физически и говорни увреждания през цялото детство изисква комбинираните знания и умения на семейства и професионалисти от различни дисциплини. Само чрез сътрудничество можем да постигнем разбиране и оценка на факторите, които стоят в основата на развитието на всяко уникално дете.
Презентацията ще подчертае текущите изследвания/практики в The Bridge School в Хилсбъро, Калифорния. Ще споделя изследване, което (a) показва значителни разлики между нуждите на деца със зрителни, двигателни и говорни увреждания, които се нуждаят от ДАК и услугите, които в момента са им достъпни в САЩ; (b) документира резултатите за 13 деца, участвали в The Bridge Училищна интегрирана програма CVI-AAC; (c)се фокусира върху ползите от използването на изправени проходилки със свободни ръце.