Image Tool: Implementation of an Augmentative and Alternative Communication Kit in a Workshop for Adults with Intellectual Disabilities
Tümpel, Paula Sophia (2020)
Tümpel, Paula Sophia
2020
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-202005036867
https://urn.fi/URN:NBN:fi:amk-202005036867
Tiivistelmä
The aim of this product-based thesis was to produce an Augmentative and Alternative Communication kit for a workshop with adults with intellectual disabilities. My interest arose from my observation in the work-life partner organization that persons with intellectual disabilities often seem to have unmet communication needs and therefore difficulties to implement their right to self-determination.
Over 50% of persons with intellectual disabilities have problems with intentional communication (Bigby 2010, 99). Therefore, national and international legislation states, that persons with intellectual disabilities must be equipped with appropriate communication technologies if their communication needs cannot be met (Laki kehitysvammaisten erityishuollosta 1978; United Nations 2008). An umbrella term for adaptive assistance for speaking and writing is “Augmentative and Alternative Communication”. It includes various, different interventions according to various, different needs of persons. For persons with intellectual disabilities the Visual Activity Schedule and pictorial symbols have been identified as appropriate interventions. (Beukelman et al. 2013.)
To apply those interventions, the thesis product was designed in cooperation with four persons with intellectual disabilities and a supervisor of the work-life partner organization Tapola. The work-life partner organization contributed expertise about the workshop’s rhythms and needs, the willingness to test the product and evaluate it.
The evaluation was based on the feedback of service users and the supervisor. It concluded that the Augmentative and Alternative Communication kit was well accepted by all participants. It was stated the product is supportive, fun and recommendable. Based on the results of the evaluation recommendations have been de-fined. The results were shared with the work-life partner via three video tutorials about the purpose, planning and implementation of the product. The videos aimed to give other workshops in the organization the chance to apply Augmentative and Alternative Communication kit as well. All material was shared with Tapola for further use.
Keywords: Augmentative and Alternative Communication (AAC), Visual Activity Schedule (VAS), Pictographic Symbols, Intellectual Disability, Self-Determination
Over 50% of persons with intellectual disabilities have problems with intentional communication (Bigby 2010, 99). Therefore, national and international legislation states, that persons with intellectual disabilities must be equipped with appropriate communication technologies if their communication needs cannot be met (Laki kehitysvammaisten erityishuollosta 1978; United Nations 2008). An umbrella term for adaptive assistance for speaking and writing is “Augmentative and Alternative Communication”. It includes various, different interventions according to various, different needs of persons. For persons with intellectual disabilities the Visual Activity Schedule and pictorial symbols have been identified as appropriate interventions. (Beukelman et al. 2013.)
To apply those interventions, the thesis product was designed in cooperation with four persons with intellectual disabilities and a supervisor of the work-life partner organization Tapola. The work-life partner organization contributed expertise about the workshop’s rhythms and needs, the willingness to test the product and evaluate it.
The evaluation was based on the feedback of service users and the supervisor. It concluded that the Augmentative and Alternative Communication kit was well accepted by all participants. It was stated the product is supportive, fun and recommendable. Based on the results of the evaluation recommendations have been de-fined. The results were shared with the work-life partner via three video tutorials about the purpose, planning and implementation of the product. The videos aimed to give other workshops in the organization the chance to apply Augmentative and Alternative Communication kit as well. All material was shared with Tapola for further use.
Keywords: Augmentative and Alternative Communication (AAC), Visual Activity Schedule (VAS), Pictographic Symbols, Intellectual Disability, Self-Determination