Harald Martinsen

This book is about the possibilities and achievements of children, adolescents and adults who have developmental disorders that make their development of speech difficult or very delayed and who therefore need to develop communication and language with other means than speech. For some, the difficulties are temporary in childhood, others continue to communicate with alternative communication systems throughout adulthood. This comprehensive and accessible volume offers guidance based on current knowledge about typical and atypical language development for all those supporting families and professionals involved with children, adolescents and adults who may benefit from using augmentative and alternative communication (AAC) systems. The text covers all major issues and gives a thorough introduction to factors that are important when choosing communication systems, vocabularies of manual signs and graphic symbols. It guides the reader in assessment strategies, adaptation of the language environment, and the principles for teaching comprehension and use of AAC, sentence formation and conversational skills to individuals with different disabilities, including motor disabilities, intellectual disabilities, autism spectrum disorders and developmental language disorders. The volume also addresses the influence of AAC on speech development and the use of AAC to promote participation in various activities, including social media, and to reduce challenging behaviour. The book will be essential reading for students and practising psychologists, speech and language therapists, special educators, teachers, physiotherapists and occupational therapists. The accessible guidance will also be helpful for the families of children, adolescents and adults who use augmentative and alternative communication.

This book is about the possibilities and achievements of children, adolescents and adults who have developmental disorders that make their development of speech difficult or very delayed and who therefore need to develop communication and language with other means than speech. For some, the difficulties are temporary in childhood, others continue to communicate with alternative communication systems throughout adulthood. This comprehensive and accessible volume offers guidance based on current knowledge about typical and atypical language development for all those supporting families and professionals involved with children, adolescents and adults who may benefit from using augmentative and alternative communication (AAC) systems. The text covers all major issues and gives a thorough introduction to factors that are important when choosing communication systems, vocabularies of manual signs and graphic symbols. It guides the reader in assessment strategies, adaptation of the language environment, and the principles for teaching comprehension and use of AAC, sentence formation and conversational skills to individuals with different disabilities, including motor disabilities, intellectual disabilities, autism spectrum disorders and developmental language disorders. The volume also addresses the influence of AAC on speech development and the use of AAC to promote participation in various activities, including social media, and to reduce challenging behaviour. The book will be essential reading for students and practising psychologists, speech and language therapists, special educators, teachers, physiotherapists and occupational therapists. The accessible guidance will also be helpful for the families of children, adolescents and adults who use augmentative and alternative communication.

Selv om store individuelle forskjeller preger gruppen, redegjør forfatterne for typiske utfordringer som flere vil kjenne igjen: Stress, sansevarhet og formsvingninger. Forfatterne gir konkret kunnskap om hvordan en kan tilrettelegge og hjelpe, og eksempler på tiltak som beskrives er:- Tiltak for mestring av stress- Språk- og kommunikasjonsopplæring- Læring av sosiale ferdigheter- Strukturering og planleggingBoken retter seg mot fagfolk i kommunale tjenester og i spesialisthelsetjenesten og nærpersoner som lærere, barnehagelærere og foreldre.

I de siste årene er det kommet til mye ny kunnskap om autismespekterforstyrrelser, som også har ført til endringer i diagnosekategoriene. Samtidig har det vært en betydelig økning i antallet mennesker i denne gruppen. De språklig høytfungerende utgjør to tredjedeler av dem som har autismespekterforstyrrelse. De trenger tilrettelagte undervisningstilbud og andre tiltak som bygger på det man vet om deres særtrekk og vansker, sterke og svake sider, og den variasjonen som finnes innenfor denne gruppen. Prinsippene og eksemplene i boka er redskaper som kan hjelpe fagfolk med å bygge opp skole- og arbeidsmiljøer for språklig høytfungerende barn og voksne med autismespekterforstyrrelse, som fremmer læring, sosialt samspill og deltakelse, og hjelper dem å mestre de utfordringene, problemene og belastningene de møter. Boka er en revidering og oppdatering av Barn og ungdommer med Asperger-syndrom: Prinsipper for undervisning og tilrettelegging av skoletilbudet, og er skrevet av ledende fagpersoner innenfor dette feltet.

Kirja antaa yleiskuvan puhetta tukevan ja korvaavan kommunikoinnin käyttöön liittyvistä seikoista. Se esittelee kommunikointikeinoja, apuvälineitä ja käyttäjäryhmiä. Lisäksi kirjassa käsitellään kommunikointijärjestelmän vallinnassa ja kuntoutuksen toteuttamisessa huomioon otettavia asioita.

Boken drøfter forhold som er av betydning ved valg av kommunikasjonssystem, og gjør rede for de viktigste prinsippene i utredning og opplæring av mennesker som trenger en alternativ kommunikasjonsform. Dette er en totalt revidert utgave av "Språk og funksjonshemning.

An increasing number of families and professionals are involved with severely communication-impaired children, adolescents and adults who use alternative communication systems to compensate for delayed systems and strategies that can be used to increase the communicative possibilities of people with limited spoken language. The authors discuss factors that are important when choosing communication systems, assessment strategies, environmental adaptation, and the principles for teaching comprehension and use of such communication systems to individuals with different disabilities; including motor impairments, learning disability and autism. This book is unique within the field of augmentative and alternative communication with its basis in modern developmental theories of language and communication, its practical approach with many examples and focus on every-day situations, and its coherent and readable text. It may serve as an introductory text book for speech and language therapists, teachers in school and preschool, psychologists and care nurses, as well as a source of information for families with members who have severe developmental speech and language disorders.