Angelman Syndrome: Communication, Educational and Related Considerations

The Role of AAC In Fostering Inclusion of Adults with Angelman Syndrome in Post-School, Home and Community Settings

Author(s): Teresa Iacono and Hilary Johnson

Pp: 288-321 (34)

Doi: 10.2174/9781681081168115010015

* (Excluding Mailing and Handling)

Abstract

The communication of adults with severe intellectual disability is difficult to characterize. The literature suggests their skills fall into stages of pre-symbolic to symbolic or even basic linguistic skills. Recent research, however, suggests a more complex picture of combining pre-symbolic and symbolic forms used within strategies that vary according to social relationships. In this chapter, the communication characteristics of people with severe intellectual disabilities are explored according to the research literature, with a focus on social interaction processes that value the person’s extant skills. With this literature as a background, the use of AAC to enhance inclusion of people with severe intellectual disability, and in particular adults with Angelman Syndrome, across settings, such as community, home and day service, and work will be explored.


Keywords: AAC, Adults, Alternative communication, Angelman Syndrome, Assessment, Augmentative, Day services, Disability, Intellectual disability, Intervention, Post-school, Social inclusion, Social relationships, Supported accommodation, Transition.

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