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devices to express their ideas and make a creation for others to enjoy as well. This changed the perception others held of stu- dents with significant disabilities as well as helped our students to see themselves as “writers”. Helping our AAC communicators experience the writing process is much less intimidating and more successful if you take NOTES: Notice Opportunity Talk En- gage Share. Ready to learn more about teaching writing to students who use AAC? Join us at CTG on October 1st, 8:00 - 4:00 for “Scrib- bling to Learn: Moving Students with Significant Disabilities from Emergent to Conventional Writers #CTG19 https://www. closingthegap.com/preconf-workshop/pc-14/ Resouces: Adobe Spark Post and Video https://spark.adobe.com/home/ Bertram, Mary-Louise, Musselwhite, Caroline, (March 24, 2016) Journaling with AAC and the Alphabet (Webinar) Angel- man Communication Training Series, Angelman Foundation Hanser, Gretchen, “Emergent Literacy For Children with Dis- abilities (December 2015) AOTA.org https://www.aota.org/~/ media/Corporate/Files/Practice/Children/emergent-litera- cy-for-children-with-disabilities.pdf PrAACtical AAC (www.praacticalaac.org) Sturm, Janet “Writing in AAC.” The ASHA Leader (September 2003).
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count for her to publish her work on social media. The look on her face when she hears her words read aloud by others tells it all: Clare is thrilled to be a writer! All of these students have used their speech generating de- vices to experience emergent writing. We’ve seen growth in vo- cabulary, word type and frequency of use in regard to authentic communication. For some, we saw reduced behaviors. All our students expanded their leisure activities by discovering a new hobby. Those who read the poems have a newfound appreci- ation for these young authors, as well as insight into their un- derstanding and views. Students who were not able to write in the traditional sense used words from their speech generating
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