pamGROUP 8 – Asis, Benosa, Moralizon, Roque
information, needs, and desires.
COMMUNICATION IMPAIRMENT
LOCAL DEFINITION
SB no. 1096
__________ Impaired are those whose speech differs from the
average so far as to draw unfavorable attention to the
manner of speaking rather than to the thought conveyed.
INTERNATIONAL DEFINITION
IDEA’s definition:
Speech or language impairment: A communication
disorder such as stuttering, impaired articulation, language
impairment, or a voice impairment that adversely affects a
child's educational performance.
ASHA
Reference: American Speech-Language- Hearing Association
Ad Hoc Committee on Service Delivery in the Schools.
(1993). Definitions of communication disorders and
variations. Asha, 35 (Suppl. 10), 40–41.
A _______________ disorder is an impairment in the ability to
receive, send, process, and comprehend concepts or verbal,
nonverbal and graphic symbol systems. A communication
disorder may be evident in the processes of hearing,
language, and/or speech. A communication disorder may
range in severity from mild to profound. It may be
developmental or acquired. Individuals may demonstrate one
or any combination of communication disorders. A
communication disorder may result in a primary disability or
it may be secondary to other disabilities.
THE INTERCONNECTEDNESS AND SEPARABILITY OF THE
THREE:
COMMUNICATION is the process of exchanging ideas,
SPEECH is the oral verbal mode of transmitting messages.
______________ is a formalized code used by a group of people
to communicate with one another.
ASHA’S DEFINITION OF SPEECH AND LANGUAGE DISORDERS
A. A speech disorder is an impairment of the articulation of
speech sounds, fluency and/or voice.
1. An _______________ disorder is the atypical production
of speech sounds characterized by substitutions,
omissions, additions or distortions that may interfere
with intelligibility.
2. A __________ disorder is an interruption in the flow of
speaking characterized by atypical rate, rhythm, and
repetitions in sounds, syllables, words, and phrases.
This may be accompanied by excessive tension,
struggle behavior, and secondary mannerisms.
3. A ________ disorder is characterized by the abnormal
production and/or absences of vocal quality, pitch,
loudness, resonance, and/or duration, which is
inappropriate for an individual’s age and/or sex.
B. A language disorder is impaired comprehension and/or use
of spoken, written and/or other symbol systems. The disorder
may involve (1) the form of language (phonology,
morphology, syntax), (2) the content of language
(semantics), and/or (3) the function of language in
communication (pragmatics) in any combination.
1. Form of Language
a. _____________ is the sound system of a language
and the rules that govern the sound combinations.
b. _____________ is the system that governs the
structure of words and the construction of word
forms.
c. __________ is the system governing the order and
combination of words to form sentences, and the
 relationships among the elements within a • ______________ – sounds like the intended phoneme then
sentence. another speech sound but is conspicuously wrong. Ex.
2. Content of Language “sleep” – “schleep,” zleep,” or “thleep”
a. _____________ is the system that governs the • ______________- substitute one sound for another. Ex.
meanings of words and sentences. “train”- “crane”
3. Function of Language • ______________- omit certain sounds. Ex. “school”- “cool”
a. ______________ is the system that combines the
• ______________- adding an extra sound that makes
above language components in functional and
comprehension difficult. Ex. “hammer”- “hamber”
socially appropriate communication.
Articulation Disorder Phonological Disorder
CHARACTERISTICS OF SPEECH DISORDERS:
Difficulty with only a few Multiple sound errors with
FLUENCY DISORDER sounds, with limited effect on obvious impairment of
intelligibility intelligibility
_____________ Consistent misarticulation of Inconsistent misarticulation
specific sounds of sounds
• Sound/syllable repetitions (He’s a b-b-b-boy.)
Errors consistent with a
• Sound prolongation (Sssssssee me swing.)
phonological process (e.g.
• Broken word (Base-(pause)-ball) final consonant deletion,
• Monosyllabic whole-word repetitions (It’s my-my- making an error on a sound
my turn.) in one position but producing
that sound correctly
_____________ inanother position, as in
• Speech is very rapid, with extra sounds or omitting “t” in “post” but
mispronounced sounds producing “t” in “time”)
• Garbled to the point of unintelligibility. Sound errors are motoric Can motorically produce
sound but not in appropriate
Hulit and Howard (2002) Differences between the two: places
Stuttering Cluttering Co-existing communication Other language delays is
The stutterer is usually The clutterer may be disorders possible but not as likely
acutely aware of his fluency oblivious to his disorder. likely with phonological
problems. disorders
When a stutterer is asked to The clutterer can often Source: Hall, Oyer, and Haas (2001); Sunderlang (2004)
pay more attention to his improve his fluency by
speech, he is likely to stutter monitoring his speech. VOICE DISORDERS
more
Phonation Disorders
ARTICULATION DISORDER A. Vocal Pitch
a. Monopitch
Four basic kinds of speech sound errors: b. __________________________
c. Pitch breaks
B. Vocal Loudness
 a. ______________________
b. Loudness variation
C. Vocal Quality
a. Breathiness
b. ________________________
Resonance Disorder
A. ________________- too many sounds coming out
through the nose
B. ________________- not enough resonance of the nasal
passage
CHARACTERISTICS OF LANGUAGE DISORDERS:
PHONOLOGICAL DISORDERS
Phonological development involves three aspects:
• The way the sound is _________ in the child’s mind;
• The way the sound is actually _______ by the child; and,
• The ________ or ____________ that map between the two
above.
They are a group of language disorders that affect children’s
ability to develop easily understood speech by the time they
are four years old, and, in some cases, their ability to learn to
read and spell.
(Bowen, C. (1998). Developmental phonological disorders: A
practical guide for families and teachers. Melbourne: The
Australian Council for Educational Research Ltd.)
morphological operations are divided into:
• ______________________- the processes by which we can
create new words with new meanings
• _____________- the processes by which grammatical
information such as PERSON, NUMBER, or TENSE is
realized on a word.
- The ability to add –s for pluralization
- The ability to include ‘s for possessives
- The ability to add –ed for past tense
- The ability to add inflectional endings to
differentiate comparatives and superlatives
All morphological operations can be affected in language
disorders.
SYNTACTIC DISORDER
Characteristics:
Reception Expression
grammatical construct
interferes with
problems extracting meaning from meaning e.g. 'the cat
grammatically complex sentences e.g. that dog bit'
thinking that 'the cat was bitten by the
dog' means 'the cat bit the dog' incorrect word order
run-on sentences

Reception Expression
Limited syllable structure SEMANTIC DISORDER
problems distinguishing Characteristics:
Fewer consonants in repertoire
between sounds as in 'van' and
'than'
• ___________ vocabularies
Inconsistent sound production, • ____________ words
esp. as complexity increases • Word-finding difficulties
• Difficulties in understanding and using abstract
language such as metaphors, proverbs, sarcasm, and
MORPHOLIGICAL DISORDERS some humor
 • Persistent avoiding naming object and referring instead
to “the thing”.
DISORDERS OF PRAGMATICS
If problems in social language use occur often and seem
inappropriate considering the child's age, a pragmatic
disorder may exist. Pragmatic disorders often coexist with
other language problems such as vocabulary development or
grammar.
An individual with pragmatic problems may:
• say inappropriate or unrelated things during
conversations
• tell stories in a disorganized way
• have little variety in language use
Other Classifications of Language disorder:
1. ASHA Definition involving five subsystems of language.
- phonology, morphology, syntax, semantics, and
pragmatics
2. ________________________________ Approach
- the traditional approach which classifies
language disorders based on their presumed
cause or related condition.
- It has not worked well because there are almost
always several contributing factors.
3. _________________________________ Approach
- classifying language disorders by comparison to
the normal development schedule and
sequence.
4. _____________ Classification scheme 1980
- relies on the description of the language and
related behaviors of a child.
- Important to know;
a. what language and nonlanguage
behaviors the child imitates because
much language learning is based on
imitation
b. what the child comprehends because
receptive language is important in early
learning
c. what language the child produces
spontaneously because communication
is the ultimate goal
d. general types: Absence of verbal
language, qualitatively different
language, delayed language, and
interrupted language development
ETIOLOGY
“Classification of speech and language disorders is basic to
delimiting information for purposes of professional
communication, the diagnostician must come to grips with
the diverse nomenclature, classification systems, and causes
that have been proposed for speech and language disorders.
It is essential that the diagnostician must understand how
and why classification systems developed, what their points
of comparison and contrast are, and how they can be used if
he is to understand the speech and language disorders he
must describe and interpret.” (Aram et al 109)
Causal factors usually represented in etiologic
classification systems
 Cleft lip and palate
 _____________________
 Mental retardation
 _____________________
 Emotional disturbance
 _____________________
 Hearing loss
(Nation, James E. and Dorothy M. Aram. Diagnosis of Speech
and Language Disorders. Saint Louis: The C.V. Mosby
Company, 1977.)
Categorical factors associated with Childhood
Language Disorders
 Central factors
  Specific language disability
 ____________________
 ____________________
 Attention-deficit hyperactivity disorder
 Acquired brain injury
 Others
 Peripheral factors
 _____________ impairment
 _____________ impairment
 _____________l impairment
 Environmental and emotional factors
 Neglect and _________
 Behavioral and emotional development
problems
 Mixed factors
( from Hallahan and Kaufmann)
Speech Problems
Children with Cleft Palate or Cleft Lip
 The ________ is usually located in a position which
affects to some extent the muscles which control the
movements of the throat and mouth. The cleft creates
a space in the roof and back of the mouth which is
different from that found in children who do not have
this condition. Because of this difference, a child who
has a cleft palate will make vocal sounds which are
somewhat different from those that other children
make.
Children with Cerebral Palsy
 __________________ is defined as any involvement of
motor function, such as paralysis, weakness,
incoordination, involuntary motions or any aberration
of motion due to involvement of the motor centers of
the brain.
 The cerebral palsied child’s speech is sometimes so
different that it is of little or no value to him as a
means of communication.
 Among the motor defects caused by cerebral palsy, a
large percentage is comprised of speech.
Children with Impaired Hearing
 A hard of hearing child is to be thought of as a child
who: (1) has had normal hearing during the years of
learning speech, (2) is able to communicate with
others by means of speech, but who (3) has lost, to a
significant degree, his ability to hear sounds distinctly
and clearly.
 The basic reason for the speech problems which
confront the hard of hearing child is his impairment in
his ability to learn through his ears. Speech, more than
any of the other learned reactions, is the product of
the ability to imitate what is heard.
(Jonhson, Wendell. Speech Problems of Children. New York:
Grune and Stratton, 1950)
Communication Disorders
Language Disorders associated with Autism:
 __________ is a pervasive developmental disorder
ranging from mild to severe.
 Primary features:
 Impairments of Social interaction
 Impairments of Communication
 Restricted interests or activities
 Autistic children may exhibit peculiar patterns of
speech as well as problems in learning or using
language.
 A substantial proportion of children with Autism –
perhaps 50% – learn little or no language at all.
 Some go through periods of apparently normal
language development and then regress (Brown and
Peacock, 1995)
 Even many of those who learn oral language have
difficulty learning to use speech and communicate
 effectively because their language is qualitatively
different from the norm.
Efforts at training language for non-verbal autistic children:
 In the 1960s and 70s, there were efforts using operant
conditioning methods, a step-by-step sequence of
behaviours approximating functional language was
established and the child’s response at each step in
the sequence were rewarded.
 The current trend is to emphasize pragmatics, that is,
making language more functional in social interactions
and to motivate children to communicate (Koegel &
Koegel, 1995)
Language Disorders associated with Traumatic Brain
Injury (TBI):
 In TBI, the individual may acquire a language disorder
after a period of normal development, or he or she
may acquire a more severe language disorder than
existed prior to injury.
 Individuals with TBI are a very diverse population
although “a disproportionate number of students with
TBI have a pre-trauma history of learning problems or
delayed speech and language.”
 The brain injury may affect the student’s speech or
language ability.
 _____________________ – a loss of ability to understand
and formulate language due to brain injury.
 The language problems acquired with TBI are primarily
related to the cognitive and social demands of
communication.
 The outcomes of TBI are extremely variable depending
on the site and degree of brain damage.
Language Disorders associated with Emotional and
Behavioral Disorders:
 Difficulty in using language in social interactions and
relationships is now seen as a basic problem in many
emotional and behavioural disorders.
 Young children who have language disorders may
have special difficulty developing skills in social
interaction because they do not interpret social
circumstances correctly and have difficulty expressing
themselves.
(from: Language Development and Language Disorders)
PREVALENCE
United States
 Establishing the prevalence of communication
disorders is difficult because they are extremely
varied, are sometimes difficult to identify, and often
occur as part of another disability. (Hallahan and
Kaufmann)
 The number of children with disabilities, ages 6-21,
served in the public schools under the Individuals with
Disabilities Education Act (IDEA) Part B in the 2000-01
school year was 5,775,722 (in the 50 states, D.C., and
P.R.). Of these children, 1,093,808 (18.9%) received
services for speech or language disorders. This
estimate does not include children who have speech /
language problems secondary to other conditions and
children between birth and age 5.
 Services provided for children with speech or language
impairment show an overall increase of 9.5%
between the 1991-92 and 2000-01 school years.
 Individuals classified with speech or language
impairments make up 18.6% of all students ages 6–21
served under the Individuals with Disabilities
Education Act (IDEA), and represent 1.65% of the
school-age population.
ASHA (The American Speech-Language Association)
• Professional organization for those working in the field
of speech-language pathology and audiology.
IDENTIFICATION
  The standard definition of speech-language pathology
has been that speech is abnormal when it is
conspicuous, unintelligible, and unpleasant, interferes
with communication or causes the speaker to be
maladjusted.
ASSESSMENT
• It involves the appraisal of the
communicative status of an individual in terms of
speech and language abilities.
• There are 2 aspects to assessment:
initial assessment involves identification and
diagnosis; ongoing assessment continues during
therapy, it may result in a continuation or a
modification of therapeutic techniques or programs.
* The Initial Assessment is at least a 2-stage process
involving Screening and Individual Diagnosis, and the
process may be divided into 3 steps: (1) rapid
screening, (2) extensive screening of those identified
during the rapid screening as possibly demonstrating
problems, and (3) complete diagnostic assessment of
those identified during extensive screening as
potential candidates for remediation.
Screening
• Those who may need further assessment or diagnosis
may be identified by Screening
* In some school districts, all kindergartens may be
screened.
* In others, children may not be screened until they
enter the 2nd or 3rd grade, on the assumption that
maturity for speech is not complete until age 7 or 8.
* Teachers, parents and self-referrals ay also be
encouraged.
• According to ASHA, average screening takes
approximately 5 minutes per child. Assessment of
child immediately identified as needing further
assessment may not require 5 minutes if a more
extensive screening is to be conducted, while
assessment of a child who has no problem may require
more than 5 minutes.
______________l Diagnosis
• It involves careful assessment that should result in a
diagnosis of speech and language status. It should also
provide information pertaining to the goals and
objectives that should be set for a child and an idea of
the kinds of therapeutic technique that are most apt to
be successful with that child. A variety of procedures is
involved and, depending on individual circumstances,
may include:
a) Oral peripheral examination (a visual
determination of whether the oral structures
appear to be capable of producing normal
speech)
b) ______________________ (an evaluation of the
child’s ability to produce speech sounds in
isolation, words, sentences, and spontaneous
speech)
c) A measure of auditory discrimination ability (can
the child hear the difference between a correct
speech sound and the sound that he or she
substitutes for the correct one )
d) A measure of __________________ (can the child
produce the sound he or she is asked to produce
with or without specific directions; if so, the
child is stimulable)
e) Tests of expressive or receptive language skills
(using standardized tests as well as an analysis
of spontaneous speech)
f) Evaluation of fluency
g) Evaluation of voice
h) Hearing test
i) ________________ (obtained from the parents of
younger children and possibly from both the
child and the parents in the case of older
children)
PROGRAM PLACEMENT and SERVICES - ___________________ Programs
ASHA (Guidelines for Caseload Size for Speech-Language In this program, the speech-language pathologist goes
Services in the Schools, 1984) recommended that the use of into the regular or special education classroom and
four types of service programs in the public schools, ranging works with the child. In this model, it is much easier to
from most to least involvement. integrate communication skills with academic content.
This model provides a more natural environment for
_________________ Programs services, and so carryover (the habitual use of what
Most frequently used with children who have severe or has been taught and learned in the child’s natural
multiple communicative problems. Such a child is environment) may be more quickly and easily
placed in a special class for the majority of the school achieved.
day. He or she may be mainstreamed for some CONSULTAT ITINERANT RESOURC SELF-
educational or social (e.g. recess) activities. ION PROGRAM E ROOM CONTAINE
• _________________ Program PROGRAM (Intermitte PROGRAM D
In this model the child spends most of the day in his or (Indirect nt Direct (Intensive PROGRAM
her regular classroom placement (this may be the Service) service) Direct (Academic
regular classroom or a special education classroom), Service) ally
but also spends one or more periods per day in the Integrated
resource room staffed by speech-language pathologist. Direct
Generally, there is a group of five children in the Service)
resource room. This program is most frequently used CASES - all - all - all - primary
with children whose problems are severe, but it may SERVED communicat communic communic handicap:
also be used with children whose problems are mild or ive ative ative communic
moderate. disorders disorders disorders ation
• ____________ Programs - all - all particularl - severe/
This is the delivery of service model that has severities severities y multiple
traditionally been used for all children regardless of (mild to (mild to language disorders
type of problem or degree of severity. The child leaves severe) severe) and particularl
the classroom to go to therapy twice a week for 20-30 articulatio y
minute sessions. This pull-out model includes sessions n language
up to one-hour long and therapy as often as five times - all and
per week, depending on the needs of the child, the severities articulatio
child may be seen individually or in a small group. n
SERVICE - program - program - program - program
• _______________ Program
S developmen developm developm developm
Emerging one in which the speech-language
PROVIDE t, ent, ent, ent,
pathologist is responsible for planning appropriate
D managemen managem managem managem
services and directing others in carrying them out. The
t, ent, ent, ent,
Consultation Program could be appropriate for children
coordination coordinati coordinati coordinati
with very mild to very severe problems. The speech-
- indirect on, on, on,
language pathologist plans program; instructs others
services evaluation evaluation evaluation
in carrying them out; and periodically reevaluates
- direct - direct - direct
progress, modifying the program as necessary.
 services service/ service te national regulation intensive
- self-study/ plus average s services
coordinati aide academic CASELO - up to 15- - up to 25- - up to 15- - up to 15
on w/ - instruction AD 40 students 40 25 students
educators coordinati MAXIMU students students w/ aide
on w/ MS - up to 10
teacher(s) students
- teacher w/o aide
has From the Committee on Language, Speech, and Hearing
academic Services in the Schools August 1981. Final revision July 1983.
responsibi PROGRAM PLACEMENTS
lities I. _______________________ placement. This option may
GROUP - individual - - - up to 10 be employed to provide thorough diagnostic
SIZE or group individual individual students/ assessments and appropriate educational plans for
(indirect or small or small speech- pupils enrolled in the center on a short-term basis.
service) group (up group (up language II. __________________________ placement. This option
to 3 to 5 pathologis should be considered when the diagnostic
students/ students/ t assessment indicates that the pupil’s needs cannot
session) session) - up to 15/ be met by placement in the general education
speech- program. The special classroom program should be
language designed to serve small grouping of pupils with
pathologis severe communicative disorders.
t w/ III. Regular classroom placement with supportive
supportive services. This option may be used for pupils with
personnel communicative development needs. Supported
TIME - variable: - ½ to 1 - 1 to 3 - full services provided by language, speech, and
PER DAY possible hour/day hours/day school day hearing specialists include:
range A. Direct/indirect services to pupils enrolled in
- ½ hr. regular or special classrooms from a language,
(mild) to 3-4 speech, or hearing specialist and/or a team
hrs./day operating on:
TIMES -1–5 - 2 to 5 - 4 to - full time 1. __________________ – the specialist
PER times/wk times/wk 5times/wk placement provides continuous, on-going services
WEEK to pupils in more than one school or
RATIONA - time - complex - cases - center. Scheduling options for this type
LE FOR necessary cases require consistent of service include: intermittent sessions
CASELO by demand intensive w/ on a regular basis,
AD SIZE organization lower services regulation
- variable caseloads - s or intensive cycling, which provides daily
needs - consistent - provides service in a particular school or center for
approxima w/ for a specified block of time.
 2. __________________ basis – the specialist
is assigned in full-time to one building or
center. Services may be provided by
either intermittent or intensive
scheduling.
B. Direct/indirect service to pupils provided
through a resource room within a school staffed
with language, speech, and hearing program
personnel. Pupils remain in regular or special
classrooms for the major part of the day, but are
scheduled into the resource room for one or
more periods of individualized attention.
C. Consultative services to regular or special
classroom teachers, curriculum specialists,
parents, etc., to provide them with information
on communicative skill development,
specialized materials and procedures,
demonstration sessions and other activities
organized to help pupils develop appropriate
communication behaviors in social, educational,
and cultural contexts.
IV. _____________________ services. Language, speech,
and hearing specialists may use this option to serve
pupils who are unable to attend school because of
confinement to their homes or to a hospital setting.
V. ____________________ Instruction Services. In this
option, parents are provided with guidance and
instruction for assisting infants and preschoolers to
develop appropriate communicative behaviors and
skills. This model is considered most applicable for
children who, because of organic, behavioral or
other symptoms, are determined to be actually or
potentially handicapped in developing necessary
communicative skills.
VI. ______________l placement. This option is usually
reserved for pupils with severe disorders. Education
and specialized services are provided in addition to
residential care.
EDUCATIONAL PROVISIONS
• Providing appropriate ____________. Because the
students imitate the language they hear, teachers
must model correct language usage, grammar and
articulation in their own communication.
Audiotapes can also be used.
• Using language appropriate to students.
Teachers must employ different speaking styles.
For example, teacher may need to slow the rate of
speaking, repeat key phrases, and use concrete
language to make the lesson understood more
clearly.
• Integrating curriculum. An
__________________________ is a form of instruction in
which all subject areas is based on a single theme.
• Providing ______________. Another modification
involves integrating oral-to-written and written-to-
oral activities.
*Some suggestions for oral-to-written activities:
o conduct discussions before students begin
writing
o encourage students to tape-record notes and
ideas as a prewriting step
o provide time for students to critique each
others’ writing in peer conferences
o allow group revising, in which students
interested in the same topic talk together
and craft a final draft
o provide opportunities for students to read
their writing aloud to various students
• Meeting the needs of students who do not
speak the language of the dominant culture.
The ASHA Committee on Speech and Hearing Services
in the Schools (1969) published a list of recommendations for
the housing of speech services in the schools, which is as
follows:
ROOM
Location: In a relatively quiet area near the
administrative unit with accessibility to
classrooms, waiting area, secretarial
 services, and other special service File case: Locked file cabinet
personnel. Bookcase: Bookcase with 4’ – 8’
Size: 150-250 square feet to be used primarily (approximate) linera space
(or ideally exclusively) for the speech and
hearing services EQUIPMENT
Number: One room, ideally with an adjoining office Audiometer: Properly calibrated portable
Lighting, 60-75 foot candles audiometer
artificial: Auditory training Individual amplification units available
Lighting, natural: At least one window with shade, ideally equipment: according to need
with drapes Tape recorder: One assigned for exclusive use of
Heating: Adequate heating, ideally with clinician
thermostatic control Phonograph: One 3-speed phonograph available in
Ventilation: One window that can be opened, or air building
conditioning Telephone: One telephone, ideally a direct outside
Acoustical Acoustical treatment of ceilings, doors, line
treatment: and walls, ideally draperies and carpeted Typewriter: Available
floors Electric clock: One
Electrical power One 110V double plug on each wall, Wastebasket: One
supply: ideally rheostatic mechanism to facilitate
use of audio-visual equipment
Intercom: Ideally, one intercom unit, connected to Augmentative and Alternative Communication
administrative offices
Chalkboard: One 3’ x 5’ (approximate) mounted on Augmentative and alternative communication (AAC) includes
wall all forms of communication (other than oral speech) that are
Mirrors): One 3’ x 5’ (approximate) mounted on used to express thoughts, needs, wants, and ideas. We all
wall at appropriate height for pupils. use AAC when we make facial expressions or gestures, use
Should be able to be covered. symbols or pictures, or write.

FURNITURE People with severe speech or language problems rely on AAC

Desk: One office desk to supplement existing speech or replace speech that is not
Chairs, At least two chairs functional. Special augmentative aids, such as picture and
adult: symbol communication boards and electronic devices, are
Chairs, Sufficient number of student chairs to available to help people express themselves. This may
child: accommodate pupils at various grades increase social interaction, school performance, and feelings
Table: One table adjustable in height to accommodate of self-worth.
pupils at various grade levels
Equipment One stand on casters suitable for tape recorder,
AAC users should not stop using speech if they are able to do
stand: record player, etc.
so. The AAC aids and devices are used to enhance their
communication.
STORAGE FACILITIES
Storage Locked storage space
Types of AAC Systems
space:
There are many types of AAC available. AAC systems
generally fall into two categories: unaided and aided.

The best AAC system for an individual may include both

aided and unaided systems to accommodate a variety of
situations.

Unaided communication systems do not provide voice

output or electronic hardware. Someone must be present for
unaided systems to work (they cannot be used on a phone or
from room to room). Examples include the following:

• _____________
• ____________________
• _____________________
• ____________________________

Communication boards can display written words, letters,

numbers, pictures, or special symbols.

Aided communication systems are electronic devices that

may or may not provide some type of voice output. Devices
that provide voice output are called
____________________________ devices. These devices can
display letters, words, and phrases, or a variety of symbols,
to allow the user to construct messages. Messages can be
spoken electronically and/or printed on a visual display or
strip of paper. Many of them can connect to a computer for
written communication. Some of them can be programmed
to output different spoken languages.