Literacy for All Levels of AAC Communicators

There is a converging body of research that has identified five essential elements of effective reading instruction:

• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Text Comprehension

There is evidence that a student's level of communication is an indicator of literacy success. Communication and literacy are intertwined.

This session will look at how to include students who use AAC in learning to read and write. And comprehend the text and materials they are reading. Strategies and suggestions will be divided into the level at which a student is communicating. Examples will incorporate both reading and writing activities. Many of the AAC and literacy tools you already have access to or that may be easily attained will be incorporated. Various technology supports will be shared for

• pre-reading
• during-reading and
• post-reading activities.

These strategies will enable your AAC communicators to be successful and to comprehend text they are reading daily. The session will be divided to focus on Emergent AAC Communicators in the morning and Experienced AAC Communicators in the afternoon.

The participant will be able to…

1. target literacy activities by the type of communication interactions they promote
2. systematically include AAC in reading and writing activities for emergent communicators
3. systematically include AAC in reading and writing activities for experienced communicators

Kelly Fonner, M.S., Educational Assistive Technology Trainer and Consultant

Kelly is a self-employed consultant and trainer in assistive and educational technology. She has presented in the United States and internationally. She presents on a wide range of topics including technology integration, augmentative communication, computer access, literacy, electronic writing, assistive technology assessment and implementation strategies.

Kelly has a B.S. in special education. And an M.S. in educational technology with a minor in special education/rehabilitation technology. She also holds an Assistive Technology Applications Certificate of Learning. She has pursued additional studies in adult and urban education.

Kelly has been working with individuals with disabilities since the mid-70s. She has worked with assistive technologies since 1983.

This course offers the following continuing education credits:

SLPs: This conference provides 6.0 hours of professional development which count toward the Certification Maintenance Hours required to maintain ASHA certification.

WA School District Employees: This conference provides 6 OSPI CECH

Host or Publisher Northwest Augmentative Communication Society