Light Janice C, Drager Kathryn D R
Department of Communication Sciences and Disorders, The Pennsylvania State University, University Park, Pennsylvania 16802, USA.
Assist Technol. 2002 Summer;14(1):17-32. doi: 10.1080/10400435.2002.10132052.
If children with significant communication disabilities are to attain the power of language, literacy, and communication early in their development, they must have access to appropriate augmentative and alternative communication (AAC) systems. AAC technologies for young children should (a) be highly appealing, capturing, and sustaining of their interest; (b) be seamlessly integrated into all aspects of daily living; (c) provide access to the magical power of communication, language, and literacy; (d) be synchronous with children's diverse cultural and linguistic backgrounds; (e) be easy for children to learn and effortless for children to use; (f) grow easily and seamlessly with children as they develop; and (g) be efficient for families and professionals to learn, maintain, and develop. The design specifications to realize these requirements may vary across children given the diversity of skills, characteristics, and interests. This article summarizes what we know about young children and AAC technologies as related to each of these requirements and also discusses priorities to improve the design of AAC technologies in order to maximize outcomes for young children with significant communication disabilities.
如果有严重沟通障碍的儿童要在其发育早期获得语言、读写能力及沟通能力，他们必须能够使用适当的辅助和替代沟通（AAC）系统。针对幼儿的AAC技术应：（a）极具吸引力，能够吸引并持续保持他们的兴趣；（b）无缝融入日常生活的方方面面；（c）提供获得沟通、语言和读写神奇力量的途径；（d）与儿童多样的文化和语言背景同步；（e）便于儿童学习且使用起来轻松不费力；（f）随着儿童成长而轻松、无缝地发展；（g）便于家庭和专业人员学习、维护及发展。鉴于儿童在技能、特点和兴趣方面存在差异，实现这些要求的设计规格可能因人而异。本文总结了我们所了解的与这些要求相关联的幼儿及AAC技术情况，还讨论了改进AAC技术设计的优先事项，以便为有严重沟通障碍的幼儿实现最佳效果。
