Knowledge Base
Content
- Implementing AAC
- Rationale and Conceptual Framework
- Key Definitions
- Relevance and Challenges for AAC Implementation
- UNICEF Europe and Central Asia (ECAR) Approach
- Assessing Country Readiness
- 1. Defining Scope and Stakeholders
- 1a. Starting Point
- 1b. Identifying a Core Partner
- 1c. Identify Stakeholders
- 1d. Identify International Partner
- 1e. Establish Core Project Team and Partners
- 1f. Associate Stakeholders with Activities
- 1g. Develop a Project Plan
- 1h Summary
- 2. Making Symbol Choices
- 2a. Creating an AAC Forum
- 2b. Choosing a Symbol Set
- 2c. Language and Vocabularies
- 2d. Defining a Core Vocabulary
- 2e. Selection of New Symbols for Design
- 2f. Development of Symbols by Local Graphic Designer
- 2g. Voting on Newly Designed Symbols
- 2h. Publishing the new Symbol Set with Language Translations
- 2i. Integration of the New Symbol Set with AAC Applications (Cboard)
- 2j. Summary
- 3. Capacity Development
- 3a. Selection of Participants and Skills Audit
- 3b. Planning Training Delivery
- 3c. Mapping Skills Audit outcomes to Training Content
- 3c. Example - Modules and Topics based on AAC Themes
- 3c. Example - Croatia: Adapted Translated Modules
- 3d. Development and Adaptation of Training Materials
- 3d. Example - AAC Modules based on the first 3 European Qualifications Framework Levels.
- 3d. Example - Bulgaria: Adapted training modules
- 3e. Training Material Considerations
- 3f. Mentoring
- 3g. Training Evaluation
- 3g. Example – Initial Evaluation to Plan for Further Needs - finish
- 3g. Example – 3-6th month evaluation survey and trouble shooting example - finish
- 3h. Summary
- 4. AAC Symbol Set Design
- 4a. Symbol Types
- 4b. Cultural Nuances seen in Symbols
- 4c. Cultural Appropriateness at different Levels
- 4d. Co-Production and Participatory Design
- 4e. Practicalities of Symbol Design
- 4f. Symbol Set Schemas
- 4g. Summary
- 5. Introducing Tech AAC
- 5a. Different Levels of AAC Tech
- 5b. AAC Vocabularies
- 5c. AAC Communication Boards
- 5d. Introduction to Board Builder and using Symbol Creator
- 5e. Different Technologies for Different uses.
- 5f. Adding access technology to an AAC device
- 5g. Open Design and Development
- 5h. Summary
- 6. AAC Application Use
- 6a. Introduction to Cboard
- 6a. Example - Serbia: Cboard successfully introduced to a 4 year old.
- 6a. Example - Croatia: Installing and Using CBoard videos
- 6a. Example - North Macedonia: installing and using Cboard on a Mobile Phone
- 6b. Text to Speech solutions and different languages
- 6b. Example - Croatia and Serbia: Text to speech brings positive results
- 6b. Example - North Macedonia: Suze, a new Female Voice
- 6c. Interface Localisation where translations are needed.
- 6d. Establishing local testing processes – AAC Forum
- 6e. Providing Feedback and Evaluation as ongoing Processes
- 6e. Example - Croatia, Serbia and Montenegro: Positive PIADS Evaluation Results
- 6e. Example - Montenegro: Evaluating enhanced verbal and social outcomes
- 6e. Examples of other types of evaluation
- 6f. Summary
- 7. Supporting Families
- 7a. Understanding Needs of Families and Carers
- 7b. Early Intervention Strategies at Home
- 7c. Family and Carer Involvement – Plan for Progression
- 7d. Summary
- 8. Appreciating Long Term Results
- Global Symbols
- Changing the language of the site and symbol labels
- Adding a language translation to a symbol set
- Adding Esperanto and Dari languages
- Forgotten password
- Skin and hair tones on Mulberry and OpenMoji Symbols
- Instructions for Global Symbols, Board Builder and Symbol Creator
- Board Builder
- Training
1e. Establish Core Project Team and Partners
Updated by Global Symbols with UNICEF ECARO
- Having identified the range of stakeholders, this should now be refined to generate a list of names of individuals and organizations who will be involved.
- In some locations, engagement may require a formal approach, whilst in others, personal contact and requests will be suitable.
- It is essential for any organization that is to engage and collaborate with the project, that at least one named person is nominated as a point of contact. This will save significant time later in the project.
At this stage it is also important to think about UNICEF's views on "promoting children's participation in democratic decision-making" as part of the stakeholder identification process when building partnerships.