O E Hetzroni1. 1. Department of Special Education, Faculty of Education, University of Haifa, Haifa 31905, Israel. hetzroni@construct.haifa.ac.il
Abstract
PURPOSE: To review current research on the use of augmentative and alternative communication (AAC) for prompting literacy in children with special educational needs. METHOD: Research studies relevant to emergent literacy and AAC use are reviewed. Studies focused on acquisition of literacy across various populations of children with special needs are reviewed. RESULTS: Existing literature suggests that AAC may provide strategies and systems to compensate for impairments and disabilities of individuals with severe communication disorders. CONCLUSION: AAC may support literacy learning in children with special educational needs.
PURPOSE: To review current research on the use of augmentative and alternative communication (AAC) for prompting literacy in children with special educational needs. METHOD: Research studies relevant to emergent literacy and AAC use are reviewed. Studies focused on acquisition of literacy across various populations of children with special needs are reviewed. RESULTS: Existing literature suggests that AAC may provide strategies and systems to compensate for impairments and disabilities of individuals with severe communication disorders. CONCLUSION: AAC may support literacy learning in children with special educational needs.