• Tabi Jones-Wohleber (2018) ‘Model as a MASTER PAL’ training modules, link here. Tabi says that when learning interactions are limited to questioning the student, then questioning primarily takes the form of testing. Our students may experience text anxiety over and over all day long. SUMMARY Communication is undeniably an integral component of literacy instruction. For students who have complex communication disorders with CVI, the use of robust AAC is a necessary element. Literacy activities contain multiple opportunities for communication which in general, support students in learning more formal AAC systems. For example, during shared reading, students need opportunities to make comments and ask questions. During writing and alphabet activities, students make choices of letters, words, symbols and pic- tures. During independent reading, students can choose their own books. The beauty of these types of communication opportunities within emergent literacy activities is that there are no right or wrong answers. Emergent literacy is all about exploration, experimenta- tion and interaction – a perfect context for learning how to use AAC. While there are no student prerequisites for getting started with AAC, there is plenty of work for the adults to set the stage for AAC by addressing students’unique CVI issues, such as visual complexity in AAC devices and educational materials and sensory overload from task and/or environmental factors. Left unchecked, these factors can contribute to student stress/shutdown. Adults need to learn to recognize indicators of student stress, triggers and solutions for control- ling stress and reducing the complexity (e.g. give visual breaks, use of AT to decrease student passivity, use of appropriate cues, use of fa- miliar instructional routines, careful balance of vision demands during literacy activities). Students with CVI require individualized adap- tations based on their specific CVI needs. Balancing complexity can be accomplished for some students by reducing the environmental complexity when they are involved in tasks that are visually challenging. The level of complexity of a visual task will vary depending on the student’s degree/level of CVI. Adults need to be clear about the specific adaptations and may benefit from collaboratively creating a visually balanced schedule. In general, understanding and minimizing student stress will help facilitate student’s attention/interest for using AAC. Adults also need to learn how to be effective communication partners. A collection of communication tools/strategies are needed throughout the day, varying from light tech to high tech, depending on student needs, specific tasks and environmental complexities. Supports and adaptations should be part of a team-based collaborative approach that empowers students and fosters self-determination. Working in collaboration with the TVI and SLP, robust communication systems that include voice output/feedback can be an integral element of ongoing learning, empowering our students to realize that they have something to say. REFERENCES & RESOURCES Barros, M., Burkhart, L., & West, T. (2019).“CVI and CCN: Using PODD to bring teams together for the common goal of communication and connection”. Closing the Gap Presentation, Prior Lake, MN. Bridge School (undated). Everyday Communication - Forms and Functions Worksheet. Available for download, http://communica- tion.bridgeschool.org/wp-content/uploads/sites/4/2018/04/formsfunctions-blank.pdf Cook, A. & Polgar, J.M. (2015). Assistive Technologies: Principles and Practices (4th ed). St. Louis, Mo: Mosby Elsevier. Erickson, K. (2017). Comprehensive Literacy Instruction, Interprofessional Collaborative Practice, and Students With Severe Disabili- ties. American Journal of Speech-Language Pathology, Vol. 26, pp 193–205, May 2017. Downloadable from: https://pubs.asha.org Jones-Wohleber, T. (2018). Building AAC Facilitation Skills MASTER PAL Training Module 5. Retrieve from https://praacticalaac.org/ praactical/building-aac-facilitation-skills-with-tabi-jones-wohleber-master-pal-training-module-5/ Lueck, A.H. & Dutton, G., Eds. (2015). Vision and the Brain: Understanding Cerebral Visual Impairment in Children. New York, NY: AFB Press. ISBN-10: 089128639X; ISBN-13: 978-0891286394. Nevers, M. (2015). “Don’t ask, do tell.” Angelman Syndrome Foundation Communication Series Training Webinar. Video link https://youtu.be/e0pUzJdWcBU Roman-Lantzy, C. (2019). Cortical Visual Impairment Advanced Principles. Including chapter by Mark Tietjen on “What’s the Complexity”Framework. New York, NY: AFB Press. ISBN-10: 1616480076; ISBN-13: 978-1616480073 Roman-Lantzy, C. (2018). Cortical Visual Impairment: An Approach to Assessment & Intervention (2nd ed). Arlington VA: AFB Press. TSBVI (undated). Tactile Symbols Directory. Retrieve from https://www.tsbvi.edu/tactile-symbols#FUNCTOR
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