Augmented Communication Devices
Verbal communication is the prime factor
that distinguishes from all other species. It is our innate ability
to verbalize with the world who we are and where we stand in society.
Unfortunately verbal communication is extremely difficult for those people
with disabilities, specifically those that suffer with speech production.
With continual advances in augmentative technology, highly specialized communication
devices make it possible for disabled people to carry a "voice" within the
community. This recently new form of technology allows disabled students
to enter a mainstream program with the benefits of interacting with peers
as well as teachers. But what will happen to those verbally disabled
students whose family cannot afford a communication device for their child?
Who will bear the cost of the device and will training be available to the
child cost free? Without such devices, verbally disabled students will
have a difficult time participating in class discussions, responding to or
asking questions, and interacting socially with their peers.
There are numerous types of speech devices currently
available on the market. Some of the more popular and advanced communication
models used by disabled people have been created by the Dynavox Systems Company.
The most commonly used devices range from the $2,000 Dynamo to a $7,100
Dynavox. The Dynavox is a seven pound portable device that offers excellent
communication tools. Subject and picture icons are placed throughout
the device while communication software is installed within the system.
One can communicate by pressing the icons on the device, inducing a synthesized
voice to relay words and sentences out loud. The users of this product
can also personalize the icons as well as choosing between an adult male,
female, or a child's synthesized voice (Davis,3-4). The Dynavox as well as
the other communication devices have aided in providing disabled people with
communication tools used in everyday situations.
Tracy Rackensperger is a woman in her 20's suffering
with cerebral palsy however, her disability has never hindered her from continuing
her education. Rackensperger was trained to use communication devices
from a young age, and in fourth grade she entered a mainstream schoolingprogram.
She comments on the speech device by pointing out its advantages,"First,
it allowed me to communicate with people who could not understandmy speech
very well. Second, because the board was organized by wordclass, it
aided my learning in English" (Rackensperger,2). Rackenspergeralso
points out that her "family has always been supportive of augmentativecommunication,
and so was the school system." Currently, Rackenspergeris involved
in a self-advocacy movement for individuals with disabilities.As she spreads
her words of motivation and wisdom, she uses augmentativecommunication to
"interact with teachers, classmates, employers, coworkers,strangers and friends"
(Rackensperger,2). Rackensperger's experiencewith speech devices has
permitted her to obtain a bachelor's degree in radio-televisionat the University
of Central Florida, she also has plans to go to graduateschool.
Dynamyte has also made a positive impact
on the life of Mattew James Dotts, a six year old diagnosed with severe developmental
apraxia. Due to his developmental and motor delays, Mattew struggled
to learn sign language, his only way of communication was either throughgesturing
or pointing to pictures that illustrated basic needs. At four yearsold, Mattew
outgrew this form of communication, and it was during this timethat his school
teacher recommended that his parents purchase a communicationdevice for their
son. In 2001, Mattew received his first form of anaugmentative communication
device, the Dynamyte 3100. Barbara Dotts,Mattew's mother comments on
her son's success with Dynamyte, "...it allowedhim to engage in every day
social interaction. The device gave Mattew awayto participate in "Show and
Tell" more independently. He was so veryproud and his classmates were
very receptive to his new way of communicating"(Dotts,5). Mattew has
several useful "school" tools programmed into his devicesuch as, the "Pledge
of Allegiance," daily and weekly events, topics on discussingthe weather,
daily chat buttons, as well as lunch choices. This particularcommunication
device serves Mattew's needs by providing him with a "voice"that he can share
with people both inside and outside the classroom.
For children who are blind as well developmentally
delayed, the challenges they face are far greater than those children who
are verbally disabled. These children also lack the necessary tools
needed for communication. At the Western Pennsylvania School for Blind
Children(WPSBC), communication therapists work side-by-side the student in
order to achieve their educational goals (DynaVox Voices). Communicationdevices
such as the Dynavox 3100 and the Dynamyte 3100 are typical devicesused by
these students. "It is a way for them to get closer to theirworld and
beat the sense of isolation that often comes with not being ableto see and
talk to others" (DynaVox Voices, 2). Since these childrenare unable
to see people interacting with one another, they are also unableto see how
sound is produced. Luckily, with the help of assistive technology,WPSBC
children now have a way to interact with their peers, teachers, andfamily
members.
Tracy Rackensperger, Mattew Dotts, as well as
the students attending WPSBC are all fortunate examples of people that have
benefited from communication devices. However, these costly devices
cause obstacles for people who cannot afford them. Luckily, the Assistive
Technology Act of 1998 (P.L. 105-394) proposes that this Act "identify federal
policies that facilitate payment for assistive technology devices and assistive
technology services, to identify those federal policies that impede suchpayment,
and to eliminate inappropriate barriers to such payment" ("ExecutiveSummary,"
2000). To overcome the barriers of payment, the Individualswith Disabilities
Education Act (IDEA) requires educational programs to "considerthe assistive
technology needs of the student" ("Executive Summary,"2000). As well
as the IDEA, the Department of Education and Department of Healthand Human
Services recommends that training for assistive technology "should provide
awareness-level information for practitioners in all disciplinesalong with
consumers and advocates. Training should also develop expertise-level
competency in sufficient numbers of providers to meet growing consumer need"("Executive
Summary," 2000). But who will pay for the training of speech devices
if low income families cannot afford it? According to Medicare's policies,
"assessments and training services are covered by Medicare" if and only if
the speech language pathologist (SLP) is "Medicare Qualified"("Medicare Frequently
Asked Questions and Answers"). Medicare provides the beneficiary with
benefits in obtaining assistive technology devices, but there is still agap
of people who cannot afford insurance. When this situation arises,Tom
Morales, the Project Manager of Alliance for Technology Access adviseslow
income families to consider contacting organizations for extra help.
Such organizations include the Elks Club, Easter Seals, and Lions Club International.
Contacting local businesses may also help in funding a child with a communication
device (Morales).
Verbally disabled people have overcome many challenges
in recent years. With the advancement of augmented communicators, an increasing
amount of disabled people have been fortunate enough to benefit from itsadvantages.
Speech devices have given life a new meaning for thosewho are unable to verbalize.
These devices are made to fit the manyneeds of a variety of disabilities.
Due to their light weight, durability,and portable features, these devices
can be taken anywhere. With helpfrom Medicare and other insurance providers,
the IDEA Act, and public organizationswithin the community can help supply
a communication device as well as trainingto a verbally disabled child. More
importantly, these devices have alloweddisabled students to enter a mainstream
school setting with the opportunitiesof gaining friendships, an education,
as well as having the necessary toolsto further their education if desired.
Seeing that "school is bothan academic and social setting and requires successful
navigation of bothspheres of influence" (Morris,66), it is critical that
non-verbal studentsadopt the skills needed to interact with both their peers
and teachers. Communication devices have done exactly that. They
have granted disabledstudents the rights of speech and the ability to become
more of an independentperson.
Word Count: 1341
Annotated Bibliography
"Augmentative and Alternative Communication Devices/Speech Generating Devices."
Medicare Frequently Asked Questions and Answers 2000
http://www.aac-rerc.com/pages/Mcsite/MCFAQs.html
This article off the web lists numerous frequently asked questions aboutMedicare.
These questions range from what Medicare will actually cover,as well the
costs of the devices.
Federal Policy to Barriers to Assistive Technology 31May 2000
<http://www.ncd.gov/newsroom/publications/assisttechnology.html>
Bryen, Diane. AAC-RERC Research Project R6. Temple University 19 May
2003
< http://www.aac-rerc.com/pages/ProjectSite/R6.htm>
This article, posted on the AAC-RERC website focuses on a five year project
on augmentative communication devices performed at Temple University.
The purpose of this project is to see whether or not employment opportunities
for verbally disabled people have increased with the use of communication
devices. This project also mentions the barriers to employment that
disabled people face, including the limitations to obtaining a job without
having use to a speech device. Finally, the project gives statistical data
on the amount of disabled people in 1999and 2000 that have acquired jobsby
using computer related skills.
Davis, Christopher. "DynaVox looks to tap broader market for communication
systems." Pittsburgh Business Times 22Mar. 2002:1-5 < http://pittsburgh.bizjournals.com>
This article came from an online journal, which describes the DynaVox company
as well as their other products. A brief list of product descriptions
and price ranges is also stated within the article. Bob Cunningham,
the vice president of DynaVox Systems is mentioned throughout this article.
Cunningham discusses the statistical data of the company, as well as mentioning
the annual sales in the past few years. Cunningham hopes to market
these communication devices internationally in a variety of languages.
Dotts, Barbara. "Boy's Journey to a DynaMyte, As Told by His Mom."
DynaVox Voices Winter 2003: 10
This seasonal journal lists different types of motivational stories thathave
affected both children and adults who have been using different modelsof
communication devices. This particular article is writtenby
a mother who has six year old son that has been diagnosed with severedevelopmental
apraxia. Throughout this article, Barbara Dotts(the young boy's
mother) explains her sons' experience with the Dynamyte3100, and how it has
positively influenced her sons' life.
Finan, Don PhD. Personal interview. 20 May 2003.
Dr. Don Finan is a speech and hearing science professor at the University
of Colorado. During our interview, Dr. Finan explained the positive
aspects as well as a few down sides to communication devices. He has
not had experience with speech devices in his classroom, but he has programmed
a speech device with his voice as the primary "talker." Dr. Finanalso
mentioned the difference between a complicated versus a simple communication
device.
"Getting Closer to Their World." DynaVox Voices Fall 2002: 9
In a different volume of this journal (also listed above), an article was
written about the Western Pennsylvania School for Blind Children. Children
attending this school are struggling with a variety of disabilities, andalthough
they cannot see, communication devices have made it possible forthem to feel
less isolated.
Morals, Tom. "Alliance for Technology Access." Assistive Technology
Resources
http://www.fctd.info
Morris, Stephanie. "Promoting Social Skills Among Students with Nonverbal
Learning Disabilities." Teaching Exceptional Children Jan/Feb
2002: 66-70
In this article, the author, Stephanie Morris discusses the importance of
both an academic and social setting within school for verbally disabled children.
Morris goes into detail about the social tools needed to obtain relationships
both in and outside school. She also mentions what teachers can doto
help a disabled student acquire such tools.
Rackensperger, Tracy. "Growing up with AAC." ASHA Leader 5, 19
(2000): 1-3
This article tells a brief story of Tracy Rackensperger, a young woman diagnosed
with cerebral palsy. Rackensperger has been using communication devices
since elementary school and continues to use augmentative communication devices
to speak with teachers, peers, coworkers, friends, strangers, etc.
Throughout the article, Rackensperger also goes into some detail about the
different types of devices she has used, and which devices work best forher.