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AAC010103: Eye Gaze and CVI: Efficient Access to Robust Communication


This presentation will use case studies to demonstrate how a variety of access methods, including eye-gaze, has been used to achieve access to robust communication systems for children and young adults with a variety of (dis)ability profiles, including those with cortical vision impairment (CVI) and complex motor needs.

Learning Objectives

First Learning Objective: Identify three techniques for introducing and using eye gaze access methods for individuals with cortical visual impairments
Second Learning Objective: Describe three strategies to make eye gaze access to AAC more accessible for individuals with cortical vision impairment (CVI)
Third Learning Objective: Discuss characteristics and perceptions of cortical vision impairments that frequently rule out providing access to eye gaze access technology.

Primary Strand

Augmentative and Alternative Communication

Secondary Strand

Education & Learning: Early Intervention – 12

Target Audience

  • Communication Specialist
  • Consultants/Trainers
  • Educators
  • Family Members
  • Occupational Therapists
  • Speech-Language Pathologists
  • Special Education Educators
  • Teachers of the Visually Impaired
  • Visual Impairment Specialists

Experience Level


Primary Life Cycle Addressed

Birth - PreK; Elementary - Secondary (K-12)

Content Area

Professional Area

Course Schedule

This course was included in the ATIA 2021: AT Connected virtual event education program.

Continuing Education Credits

For Satisfactory Completion and Continuing Education information, please visit: ATIA Online Education CEUs

ASHA CE Information:
Recorded Session

Start date of ASHA CEUs offering: March 1, 2021
ASHA Continuing Education Approved Provider
This course is offered for 0.05 ASHA CEUs. (Intermediate level, Professional Area)

This course is also offered for the following CE Provider Credits:
For: 0.10 CEU Units or 1.0 CEU Hours.

Please refer to the CRC Augmentative and Alternative Communication Series page for further information on how to submit your CRC CEUs for this course to CRCC.


Jennifer Clark, M.A., CCC-SLP

Inspiring Talkers, Speech Language Pathologist


Jennifer Clark is a state and nationally certified speech-language pathologist and holds a certificate in assistive technology from CU Denver. She has a degree in elementary and special education from Montana State University and spent five years as an intensive needs teacher prior to starting graduate school. During her time teaching, she recognized the need for quality speech language intervention for children with limited expressive communication. Jennifer's specialty is augmentative and alternative communication, specifically working with children with complex learning, language, and behavior needs.

Relevant Financial Relationship: Yes
I receive a salary from Inspiring Talkers.

Relevant Non-Financial Relationship: No

Emi Takeuchi, M.A., CCC-SLP

Inspiring Talkers, Speech Language Pathologist


Emi Takeuchi is a speech-language pathologist in Colorado, where she works at Inspiring Talkers and receives a salary there. She has worked with children who use AAC for three years.

Relevant Financial Relationship: Yes
I work at Inspiring Talkers, a private practice that specializes in AAC.

Relevant Non-Financial Relationship: Yes
I'm an ASHA certified member and a member of SIG 12, the special interest group for AAC.

Sofia Benson-Goldberg, M.S., CCC-SLP

Research Assistant, University of North Carolina at Chapel Hill


Sofia Benson-Goldberg is a speech-language pathologist who is pursuing her PhD at UNC - Chapel Hill and working as a research assistant at the Center for Literacy and Disability Studies. She has worked with families of children and adolescents who use augmentative and alternative communication (AAC) for 5 years.

Relevant Financial Relationship: Yes
Salary from employment and funding on Project Core as a research assistant.

Relevant Non-Financial Relationship: No