The aim of the subject is to obtain and then verify a deep theoretical insight into the theory of communication, including the specifics of communication of people with individual types of special needs. The content of the course is based on the professional characteristics of the theory of alternative and augmentative communication (hereinafter referred to as "AAK"), including the genesis and current state of the use of individual AAK techniques in our country and abroad. The student's ability to create theoretical concepts of creative alternatives is also expected, taking into account the specifics of individual defects and disorders, taking into account the level of disability and the age of the client. The subject also includes current findings from the use of modern, informational and traditional technologies in the comprehensive care of people with special needs. After completing the course, students should be able to define individual professional terms, describe the communication process, its individual phases and subjects, master the classifications of AAK systems, theoretically describe the principle of operation of individual AAK systems, orient themselves in the current offer of programs and applications using information technology aimed at development communication competences in AAK systems, use of ICT in the work of special educators, knowledge of technical compensatory aids and assistive technologies in the context of individual types of disability, explanation of basic aspects of e-Accessibility and e-Inclusion, knowledge of digital barriers, accessibility of electronic documents, etc. List of recommended literature and materials: ABDALA, C. (1999) Pediatric audiology: Evaluating infants. In D. Chen (Ed.), Essential elements in early intervention (pp. 246-284). NY: AFB Press. AMERICAN SPEECH-LANGUAGE-HEARING ASSOCIATION (2004). Roles and responsibilities of speech-language pathologists with respect to augmentative and alternative communication: Technical report. ASHA Supplement, 24, 1-17. ANGELO, D. (1998) Impact of augmentative and alternative communication devices on families. Augmentative and Alternative Communication, 16, 37-47. BALANDIN, S., & MORGAN, J. (2001) Preparing for the future: Aging and augmentative and alternative communication. Augmentative and Alternative Communication, 17, 99-108. BATES, E. (1979) The emergence of symbols: Cognition and communication in infancy. San Diego: Academic Press. BATSHAW, M., SHAPIRO, B. (2002) Mental retardation. In M. Batshaw (Ed.), Children with disabilities (5th ed) (pp. 287-305). Baltimore: Paul H. Brookes Publishing Co. BAUER, A., MATUSEK, K. (2001) Designing and evaluating accommodations and adaptations. In A. Bauer & G. M. Brown (Eds.), Adolescents and inclusion (pp. 139-166). Baltimore: Paul H. Brookes Publishing Co. BECK, A., BOCK, S., THOMPSON, J., KOSUWAN, K. (2002) Influence of communicative competence and augmentative and alternative communication technique on children?s attitudes toward a peer who uses AAC. Augmentative and Alternative Communication, 18, 217-227. BENDOVÁ, P. (2013) Alternativní a augmentativní komunikace 1. Olomouc: Univerzita Palackého. ISBN 978-80-244-3703-3. BENDOVÁ, P., RŮŽIČKOVÁ, V. (2013) Alternativní a augmentativní komunikace 2. Olomouc: Univerzita Palackého. ISBN 978-80-244-3705-7. BENDOVÁ, P. (2013) Alternativní komunikační techniky. Olomouc: Univerzita Palackého. ISBN 978-80-244-3704-0. BENDOVÁ, P., LANGER, J. (2013) Alternative communication techniques. Olomouc: Univerzita Palackého, 2013. ISBN 978-80-244-3750-7. BEUKELMAN, D., YORKSTON, K., DOWDEN, P. (1985) Communication augmentation: a casebook of clinical management. Austin: Pro-Ed.
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