AAC Advocacy in the Schools The 1999 ASHA Ombudsman Survey reported that 68% of speech–language pathologists polled regularly served individuals with Augmentative and Alternative Communication (AAC) needs, regardless of their practice setting. These results suggest that there is a high likelihood that speech–language patholo–gists in the schools will routinely assess and/or treat a child with ... Article
Article  |   April 01, 2001
AAC Advocacy in the Schools
Author Affiliations & Notes
  • Rose A. Sevcik
    Georgia State University, Atlanta, GA
  • Mary Ann Romski
    Georgia State University, Atlanta, GA
Article Information
Articles
Article   |   April 01, 2001
AAC Advocacy in the Schools
SIG 16 Perspectives on School-Based Issues, April 2001, Vol. 2, 13-14. doi:10.1044/sbi2.1.13
SIG 16 Perspectives on School-Based Issues, April 2001, Vol. 2, 13-14. doi:10.1044/sbi2.1.13
The 1999 ASHA Ombudsman Survey reported that 68% of speech–language pathologists polled regularly served individuals with Augmentative and Alternative Communication (AAC) needs, regardless of their practice setting. These results suggest that there is a high likelihood that speech–language patholo–gists in the schools will routinely assess and/or treat a child with AAC needs during the course of their career. One important responsibility of a school speech–language pathologist is being an advocate for the communication needs of children and youth with AAC needs. While we often focus all of our professional attention on the process of assessing and treating children, we do not always attend to the advocacy issues, beyond funding concerns, that are implicit in this area of practice. In this article, we offer a few broad concepts that should guide the school speech–language pathologist with respect to AAC assessment and intervention, and advocacy strategies.
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