Play is closely connected to early language development, but for some children, barriers to accessing play can also limit opportunities for communication and language learning. In this course, Janelle B Hansen-Bundy, MS, CCC-SLP, ATP, examines the research behind the play-language connection and introduces assistive technology (AT) and augmentative and alternative communication (AAC) as tools for making play more accessible.
For children with complex communication and motor needs, physical and sensory differences can make it difficult to fully participate in play-based language activities. You’ll learn foundational AT and AAC terminology and categories and consider which children may benefit from these supports, including those with genetic disorders, cerebral palsy, muscular dystrophy, tracheostomy status, autism, and visual or hearing differences.
You’ll also be introduced to direct and indirect alternative access methods, communication systems, and adaptive toys used in clinical practice. By understanding how access affects participation in play, you’ll be better prepared to identify barriers and consider AT and AAC supports that create more opportunities for play, communication, and language development.
For children with complex communication and motor needs, physical and sensory differences can make it difficult to fully participate in play-based language activities. You’ll learn foundational AT and AAC terminology and categories and consider which children may benefit from these supports, including those with genetic disorders, cerebral palsy, muscular dystrophy, tracheostomy status, autism, and visual or hearing differences.
You’ll also be introduced to direct and indirect alternative access methods, communication systems, and adaptive toys used in clinical practice. By understanding how access affects participation in play, you’ll be better prepared to identify barriers and consider AT and AAC supports that create more opportunities for play, communication, and language development.
