Led On Line
Presentazione - About us
Novita' - What's new
E-Journals
E-books
Lededizioni Home Page Ricerca - Search
Catalogo - Catalogue
Per contattarci - Contacts
Per gli Autori - For the Authors
Statistiche - Statistics
Cookie Policy
Privacy Policy

CAA e 4Co: opportunità didattiche della comunicazione aumentativa e alternativa su dispositivi mobili

Marco Lazzari

Abstract


AAC and 4Co: Educational Opportunities of the Augmentative and Alternative Communication on Mobile Devices

In this paper we present an experience of the application of Augmentative and Alternative Communication (AAC) with four persons with severe language and motor impairments. Two applications (apps) on Android tablets were tried with one subject who had negatively experienced traditional communication boards at school and with three subjects who had never been considered before for AAC intervention. After a six-month trial, based on the co-construction of a personalized communication table with each of the four subjects, we achieved encouraging results: the ease of use of the proposed instruments enabled the persons involved in the experimentation to improve their communication capabilities, to better express their choices and feelings, and to extend their communication circles. These results show that AAC can be successfully applied to severe disabilities and encourages research in this direction. The experience, which is in progress in other contexts and with other pathologies, was heavily time-consuming with reference to the efforts required by the personalized development phase. For the future, we propose a mix of universal design and personalization so that the resulting tools can be regarded as convenient, competent, consonant and contextual.


Keywords


mobile computing; augmentative and alternative communication; language impairments; social inclusion; co-construction

Full Text:

PDF

References


Alliano, A., Herriger, K., Koutsoftas, A.D., & Bartolotta, T.E. (2012). A review of 21 iPad applications for augmentative and alternative communication purposes. Perspectives on Augmentative and Alternative Communication, 21, 2, 60-71.

Bentivegna, S. (2009). Disuguaglianze digitali. Roma-Bari: Laterza.

Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.

Commission of the European Communities (2007). European i2010 initiative on e-Inclusion. http://ec.europa.eu/information_society/activities/einclusion/docs/i2010_initiative/comm_native_com_2007_0694_f_en_acte.pdf

Cook, A. (2011). It's not about the technology, or is it? Realizing AAC through hard and soft technologies. Perspectives on Augmentative and Alternative Communication, 20, 2, 64-68.

Dolic, J., Pibernik, J., & Bota, J. (2012). Evaluation of mainstream tablet devices for symbol based AAC communication. KES-AMSTA 2012 Conference, Dubrovnik, Croatia.

Fernández-López, Á., Rodríguez-Fórtiz, M.J., Rodríguez-Almendros, M.L., & Martínez-Segura, M.J. (2013). Mobile learning technology based on iOS devices to support students with special education needs. Computers & Education, 61, 77-90.

Grigis, D., & Lazzari, M. (2013). Augmentative and alternative communication on tablet to help persons with severe disabilities. CHItaly '13 - Biannual Conference of the Italian Chapter of the ACM SIGCHI. Trento, Italy.

Higginbotham, J. (2011). The future of the Android operating system for augmentative and alternative communication. Perspectives on Augmentative and Alternative Communication, 20, 2, 2011, 52-56.

Kagoara, D.M., van der Meer, L, Ramdoss, S, O'Reilly, M.F., Lancioni, G.E., Davis, T.N. et al. (2013). Using iPods© and iPads© in teaching programs for individuals with developmental disabilities: A systematic review. Research in Developmental Disabilities, 34, 2, 147-156.

Lazzari, M. (2006). Le frecce di Basilea e le faretre degli informatici. In G. Bertagna, (A cura di) Scienze della persona: perché? (pp. 219-238). Soveria Mannelli (CZ): Rubbettino Editore.

Lazzari, M. (2013). Di come la miniaturizzazione possa giovare all'insegnamento musicale nei casi di disturbi specifici di apprendimento. In C. Farinella, Musica a scuola - Disturbi specifici dell'apprendimento (DSA) (pp. 9-16). Modena: Edizioni Artestampa.

Lazzari, M., Bianchi, A., Cadei, M., Chesi, C., Maffei, S. (2010). Informatica umanistica. Milano: McGraw-Hill.

Mainini, M.L., Ferrari, A., Zini, M.T. (1982). La nascita: relazione madre, padre, bambino. Atti della Conferenza USL sui Servizi Materni Infantili, Parma.

Mangiatordi, A., & Pischetola, M. (2010). Sustainable innovation strategies in education: OLPC case studies in Ethiopia and Uruguay. Third World Summit on the Knowledge Society, Corfu, Greece.

McIntyre, A. (2008). Participatory action research. Thousand Oaks, CA: Sage Publications.

National Joint Committee for the Communication Needs of Persons with Severe Disabilities (1992). Guidelines for meeting the communication needs of persons with severe disabilities. http://www.asha.org/docs/html/GL1992-00201.html

ONU (2006). Convenzione delle Nazioni Unite sui diritti delle persone con disabilità. New York, NY, USA: ONU.

Osti, A. (2011). Il caso A (appellant) v. Essex County Council (respondent) di fronte alla Corte Suprema britannica: il diritto all'istruzione di soggetti con disabilità è un diritto assoluto? spunti per una riflessione a più ampio spettro. Rivista AIC (Associazione Italiana dei Costituzionalisti), 2011-1, 1-5.

Romski, M.A., & Sevcik, R. (2005). Augmentative communication and early intervention: Myths and realities. Infants & Young Children, 18, 3, 174-185.

Story, M.F., Mueller, J.L., Mace, R.L. (1998). The universal design file: designing for people of all ages and abilities. Raleigh, NC, USA: NC State University, The Center for Universal Design.

Troilo, S. (2012). Tutti per uno o uno per tutti? Il diritto all'istruzione e all'integrazione scolastica dei disabili nella crisi dello stato sociale. Milano: Giuffrè Eidtore.

van Dijk, J.A.G.M. (2009). The deepening divide. Thousand Oaks, CA: Sage Publications.




DOI: https://doi.org/10.7358/ecps-2014-010-lazz



 


Journal of Educational, Cultural and Psychological Studies (ECPS)
Registered by Tribunale di Milano (19/05/2010 n. 278)
Online ISSN 2037-7924 - Print ISSN 2037-7932

Research Laboratory on Didactics and Evaluation - Department of Education - "Roma Tre" University


Executive Editor: Gaetano Domenici - Managing  Editor: Valeria Biasci
Editorial Board: Giuditta Alessandrini - Eleftheria Argyropoulou - Massimo Baldacci - Joao Barroso - Richard Bates - Christofer Bezzina - Paolo Bonaiuto - Lucia Boncori - Pietro Boscolo - Sara Bubb  - Carlo Felice Casula - Jean-Émile Charlier - Lucia Chiappetta Cajola - Carmela Covato - Jean-Louis Derouet - Peter Early - Franco Frabboni - Constance Katz - James Levin - Pietro Lucisano  - Roberto Maragliano - Romuald Normand - Michael Osborne - Donatella Palomba - Michele Pellerey - Clotilde Pontecorvo - Vitaly V. Rubtzov - Jaap Scheerens - Noah W. Sobe - Francesco Susi - Giuseppe Spadafora - Pat Thomson
Editorial Staff: Fabio Alivernini - Guido Benvenuto - Anna Maria Ciraci - Massimiliano Fiorucci - Luca Mallia - Massimo Margottini - Giovanni Moretti - Carla Roverselli 
Editorial Secretary:
Nazarena Patrizi