A Review of Language Modeling Using Eye-tracking Augmentative and Alternative Communication Devices: Past, Present, and Future
Location
Session 1 Presentations - Assistive Technology
Proposal Track
Research Project
Session Format
Presentation
Abstract
Language modeling is pivotal in language learning for children both with and without complex communication needs resulting from a variety of disabilities. At the heart of language modeling is providing models of children’s expressive language system. For children with complex communication needs, additional communication modes such as augmentative and alternative communication (AAC), which refers to the multimodal communication used by individuals with language impairments, are essential in order to satisfy the needs of language learning and communication. Thus, providing language models in the form of AAC language paired with spoken models is essential in supporting language learning in children with complex communication needs. Modeling AAC language refers to instructional approaches that partners who possess greater skills and understandings activate aided AAC symbols (e.g., pointing to, touching) while providing spoken models to individuals with complex communication needs. This study reviews the use of AAC modeling approach in promoting language learning in children with complex communication needs. The findings highlight the important role of language learning and teaching using AAC devices to support children with complex communication needs and reveal a critical need for more research on language learning experiences in this underrepresented group of learners.
Keywords
Language modeling; augmentative and alternative communication (AAC); children with complex communication needs
Professional Bio
Xing Wei is a Ph.D. candidate in the Department of Language and Literacy Education, Mary Frances Early College of Education at UGA. Her research focuses on language modeling using augmentative and alternative communication devices in children with Rett syndrome.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
WEI, XING, "A Review of Language Modeling Using Eye-tracking Augmentative and Alternative Communication Devices: Past, Present, and Future" (2021). Georgia Educational Research Association Conference. 3.
https://digitalcommons.georgiasouthern.edu/gera/2021/2021/3
A Review of Language Modeling Using Eye-tracking Augmentative and Alternative Communication Devices: Past, Present, and Future
Session 1 Presentations - Assistive Technology
Language modeling is pivotal in language learning for children both with and without complex communication needs resulting from a variety of disabilities. At the heart of language modeling is providing models of children’s expressive language system. For children with complex communication needs, additional communication modes such as augmentative and alternative communication (AAC), which refers to the multimodal communication used by individuals with language impairments, are essential in order to satisfy the needs of language learning and communication. Thus, providing language models in the form of AAC language paired with spoken models is essential in supporting language learning in children with complex communication needs. Modeling AAC language refers to instructional approaches that partners who possess greater skills and understandings activate aided AAC symbols (e.g., pointing to, touching) while providing spoken models to individuals with complex communication needs. This study reviews the use of AAC modeling approach in promoting language learning in children with complex communication needs. The findings highlight the important role of language learning and teaching using AAC devices to support children with complex communication needs and reveal a critical need for more research on language learning experiences in this underrepresented group of learners.
