AMANDA HYNAN FINAL THESIS PDF

ut that there are still limited resources and research to support implementation of
programmes. Smith (2006) states it is possible for people who use AAC to acquire
literacy. She discusses two compilations of essays that contain reflections of learning
to read and write by or with people who use AAC; Waves of words (Erickson,
Koppenhaver, & Yoder, 2002, cited by Smith, 2006) and Speak up and spelling it out
(Fried-Oken & Bersani, 2000, cited by Smith 2006). Smith (2006) outlines some of
the salient points relating to literacy instruction for people who use AAC as: find
ways of incorporating independent communication, take advantage of motivational
activities and raise expectations of literacy achievement, ensure exposure activities
are relevant and meaningful, build goals around reading, writing and spelling, use
VOCAs and other technologies, and be flexible and able to adapt to goal achievement.
(Nunes da Ponte, 2002, McNaughton, 2002, Gandell & Filippelli, 2002, Wershing &
Hughes, 2002, Hogan and Wolf, 2002, Bialik & Seligman-Wine, 2002 are cited by
Smith, 2006 as having used examples of these strategies respectively). Smith also
outlines how the acronym SCRAWL can help to introduce these factors in practice:
Shared stories (constructing narratives), Comprehension (exploring written texts
supports vocabulary, syntax and morphology), Rapid recognition (exposure to high
frequency words encouraging whole word recognition), Analysis and articulation
(exposure to articulatory characteristics of sounds), Writing and finally Language,
literacy and literature.
Many participants within the current study worked collaboratively with parents and
personal staff to access the internet and online social media sites. There may be
implications from the collaborative use of online social media that impacts on the
emerging literacy skills of people who use AAC. Sitting beside a literate companion
and having the opportunity to co-create content, watch that content being constructed,
observe the written responses and hear them being read may fulfil many of the
elements suggested by the SCRAWL acronym within a highly motivational
environment. The high level of interaction was particularly evident within this study
in the educational settings. Teaching and technical departments worked closely with
the young people to help them develop the necessary skills and acquire the relevant
equipment in order to use the internet and online social media. This poses different
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