In the US, “normal” is often defined based on midwestern white middle class expectations and values.
We see this “norm” everywhere in the AAC community – diverse icons have only been easily available in the last couple of years, English is the most common language for AAC research and devices world wide, specific pages within most English AAC vocabulary sets (such as food and religion) assume a default experience. English is one of the most common languages for text to speech voices, the functions and layout of most devices are based on English grammar, many devices use the same vocabulary with words translated rather than starting from scratch, and speech therapists in the US are overwhelmingly white, overwhelmingly female, and overwhelmingly monolingual.
We’ve seen some improvements in the last few years, with the ability to change skin tones on many devices and some more regional/cultural sounding voices. We’ve seen more research into bilingual AAC use by students who speak one language at home and another at school. We’ve seen more interest in the idea that the AAC community needs to better support families of color and those who don’t speak English as a first language. But we have a long way to go.
Where is the representation of those nations in the AAC community? Every part of North America was home to some Indigenous nation before Columbus and the Pilgrims and the Conquistadors. Much like the land, languages were taken from those who belong here, and those languages are now endangered. Where are the culturally relevant activities and the icons that apply to traditional skills and practices? Where are the culturally responsive therapy models? Where are the AAC options in those languages, and the special ed resources to run immersion programs that are inclusive?
Major themes in this presentation will include what clinicians should know about working with Indigenous families and what they struggle with around multilingual and/or multicultural families.We’ll also talk a bit about language acquisition, and give a demonstration of what learning a second language can look like when you have communication-related disabilities.
References:
1. chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.asha.org/siteassets/surveys/demographic-profile-bilingual-spanish-service-members.pdf
2. Reconnecting Indigenous Language for a Child Using Augmentative and Alternative Communication. Callahan, Janet; Hanson, Elizabeth K. Language, Speech, and Hearing Services in Schools, v54 n2 p387-394 Apr 2023 https://pubs.asha.org/doi/10.1044/2022_LSHSS-22-00113
3. “I’m Not Indian Anymore”: The Challenge of Providing Culturally Sensitive Services to American Indians. O’Connor, Susan, July 1991 http://files.eric.ed.gov/fulltext/ED345446.pdf
4. https://praacticalaac.org/featured-posts/bilingual-aac-support-from-monolingual-professionals-an-introduction/
5. Perspectives of People of Color Who Use AAC: Focus Group Results and Live Panel – USSAAC, April 2023. https://isaac-online.org/english/members-only/archived-webinars-for-members-only/perspectives-of-people-of-color-who-use-aac-focus-group-results-and-live-panel/
Accessible Summary:
* Clinicians in North America often neglect to ask about bilingual needs for clients, and thus cannot adequately support bilingual AAC use or provide culturally responsive care
* Access to AAC for Indigenous communities in North America is limited and does not address traditional languages
* AAC devices are not prepared for languages that are very different from English
* School programs that focus on heritage languages often do not have special ed experience needed to support AAC users in these settings
