Overview
Cortical visual impairment (CVI) is the leading cause of pediatric visual impairment in developed countries and frequently cooccurs with impairments in other domains such as motor and communication (Chang & Borchert, 2020). Individuals who have CVI and would benefit from Augmentative and Alternative Communication (AAC) (AAC) can be challenging to adequately support due to a lack of evidence regarding CVI accommodations. This presentation will utilize a case-based approach to highlight parent perspectives, current challenges, and research evidence specific to AAC for individuals with CVI. Reason-based recommendations will be made to help attendees generalize the information presented to their own cases.
Session Content Disclosure: Case study and research data presented was supported in part through a grant from the U.S. Department of Education Office of Special Education Programs (grant number H325D170024).
Learning Objectives
- Describe three visual behavioral characteristics of CVI that contribute to the challenge of AAC system design.
- Discuss two themes taken from interviews with parents of children with CVI that highlight the need for research to validate AAC system design.
- Identify current research findings that offer considerations for at least two elements of AAC system design.
Primary & Secondary Strand
Augmentative and Alternative Communication (AAC)
Target Audience
- Accessibility Professional
- Administrators
- AT Specialists
- Alternative Media Specialist
- Caregivers
- Communication Specialist
- Consumers/Individuals with Disabilities
- Curriculum and Instruction
- Disability Services
- Educators
- Faculty/Instructors - Higher Education
- Family Members
- Media Specialist
- Occupational Therapists
- Paraprofessionals
- Physical Therapists
- Rehab Therapists
- Speech-Language Pathologists
- Special Education Educators
- Teachers of the Visually Impaired
- Visual Impairment Specialists
Experience Level
Introductory
Primary Life Cycle Addressed
All
Session Delivery Format
In-person presentation with recording
Course Schedule
This course was given at the ATIA 2023 Conference on Friday, February 3 from 4:30 PM - 5:30 PM (EST)
Continuing Education Credits
For Satisfactory Completion and Continuing Education information, please visit: ATIA Learning Center CEUs
ASHA CE Information:
Recorded Session
Start date of ASHA CEUs offering: June 15, 2023
This course is also offered for the following CE Provider Credits:
ACVREP; AOTA; IACET
For: 0.10 CEU Units or 1.0 CEU Hours.
End date of CRC CEUs offering: January 30, 2024
As this course was included in the ATIA 2023 Virtual Event series, please refer to the ATIA Learning Center CEUs page for further information on how to submit your CRC CEUs for this course to CRCC.
Speaker/s:
Dawn Sowers, M.A., CCC-SLP; Doctoral candidate
Penn State University, Speech-Language Pathologist; Doctoral candidate
Biography
Dawn Sowers, a speech-language pathologist for over 20 years, has focused on successful implementation of AAC across the lifespan with a variety of populations and environments. She particularly enjoys working with individuals with both communication and motor impairment. She is part of Penn State University's Department of Communication Sciences and Disorders as a doctoral candidate (anticipated graduation August 2022). Her research interests include decision-making and appropriate supports for alternative access methods in AAC and supporting individuals in their use of systems.
Relevant Financial Relationship: Yes
Dawn Sowers' research is supported in part through a grant from the U.S. Department of Education Office of Special Education Programs (grant number H325D170024).
Relevant Non-Financial Relationship: No
Tara McCarty, M.A., CCC-SLP
Penn State University, Speech-Language Pathologist; Doctoral Candidate
Biography
Tara McCarty is a licensed speech-language pathologist currently pursuing her doctoral degree in the Department of Communication Sciences and Disorders at Penn State University. Tara worked as a school-based SLP for 7 years. She is passionate about serving students with multiple disabilities including cortical visual impairment (CVI) who would benefit from Augmentative and Alternative Communication (AAC) (AAC).
Relevant Financial Relationship: Yes
The development of this poster was supported in part through a grant from the U.S. Department of Education Office of Special Education Programs (grant number H325D170024).
Relevant Non-Financial Relationship: No