Mid-Tech Augmentative and Alternative Communication (AAC) Device

Mid-tech AAC devices may include simple electronic devices with limited communication functions, such as single-message or multi-message devices with pre-recorded phrases or symbols such as leveled single-message devices, devices with 1 to 128 location arrays that may be leveled, etc. They may also include communication boards with movable parts, such as picture symbols or words that can be manipulated to form messages.

Considerations:

Size (weight, length, depth);
Mounting (mobility device, table/desk, floor);
Transportation (carried, mounted, multiples in various environments);
Array (size of complete array, size/spacing of padding of symbols/letters/words);
Symbol selection (line drawing, photo, black and white, complex, simple, one concept or multiple, contextual clues or single focus, color, contrast);
Options to configure (linear row column, linear column row, linear step-by-step or list, groups and subgroups of targets, circular dial, etc.);
Static arrays only, though some systems do allow for multiple static pages to be switched in and out;
Vocabulary representation may be tactile (braille, 3D symbols, embellished 2D pages/boards), visual, auditory, or a combination;
Speech is digitized or recorded and will be the age/gender/cadence/prosody/language of the person recording the vocabulary targets;
Vocabulary targets can be represented by braille, letters, numbers, words, phrases, graphic symbol set, pictures, Morse code, semantic icons, tangible/textured symbols, etc.

AT Category: Communication
- Augmentative and Alternative Communication (AAC)

Mid Tech

Considerations

Take the following considerations into account when selecting and implementing AT to ensure that the chosen tools are well-suited to the student’s needs, align with their goals, and seamlessly integrate into their educational journey. By embracing a collaborative approach and considering the specific skills, tasks, and implementation context, educators can provide students with the necessary support to thrive academically and functionally, promoting inclusivity and fostering their overall success.

Make Learning Accessible Find potential contacts within your LEA and at your ESC for support.

Need Support

Find potential contacts within your LEA and at your ESC for support.

Occupational Therapist (OT): An OT may be a member of the multidisciplinary team that evaluates or reevaluates students suspected of having a disability, including dysgraphia, and participates as an Admission, Review, and Dismissal (ARD) committee member in writing the Present Levels of Academic Achievement and Functional Performance (PLAAFP), drafting annual goals, and recommending assistive technology services and/or the related services of occupational therapy. An OT may provide services that are academic and/or functional in nature. Examples are graphomotor skills needed for handwriting; fine motor skills which include small, finely coordinated hand movements; visual perceptual skills which include the ability to understand and interpret what is seen; visual motor skills which include the ability to coordinate visual and motor skills; and/or self-care skills which include feeding, dressing, hygiene, and toileting skills for increasing independence in necessary life skills. The OT may be a member of the Local Education Agency (LEA) assistive technology (AT) team.
Physical Therapist (PT): A PT may be a member of the multidisciplinary team that evaluates or reevaluates students suspected of having a disability and participates as an Admission, Review, and Dismissal (ARD) committee member in writing the Present Levels of Academic Achievement and Functional Performance (PLAAFP), drafting annual goals, and recommending assistive technology services and/or the related service of physical therapy. A PT may provide services that are academic and/or functional in nature depending on the age or grade-level of the student's curriculum. Physical therapy in schools primarily addresses gross motor skills of students, and may include exercises designed to develop strength and endurance, range of motion, and flexibility. The PT may be a member of the LEA assistive technology (AT) team.
Teacher of Students with Visual Impairments (TVI): A TVI is a licensed teacher who has received specialized training and certification in meeting the educational needs of students who have visual impairments ages birth to 21 years. This role may involve adapting teaching methods and materials to accommodate the unique needs of students with varying degrees of vision loss. They are skilled in using and teaching students to use assistive technologies such as screen readers, braille displays, and audio books.
Teachers of Students who are Deaf or Hard of Hearing (TODHH): A TODHH is trained to facilitate the academic, social, and linguistic development of students who are deaf or hard of hearing, ages birth to 21 years. They possess expertise in a range of communication modalities, including American Sign Language (ASL), English-based manual-visual languages, and spoken language. TODHHs assess individual student needs, develop tailored instructional plans, and collaborate with other professionals to ensure inclusive learning environments. They employ adaptive teaching strategies, assistive technologies, and specialized curricula to optimize students' educational experiences and promote their overall success in academic and social settings.

Skills and Tasks What skills or tasks will the student utilize this tool for? What areas, functional or academic, does this tool support?

Communication

Implementation Context In what activities, classes, or environments will the student utilize this tool?

Mid-tech augmentative and alternative communication (AAC) device is a communication tool that falls between low-tech and high-tech options in terms of complexity and functionality. These devices typically offer more features and capabilities than basic low-tech options like picture communication boards or symbol charts, but they are less advanced and customizable compared to high-tech AAC devices such as speech-generating devices (SGDs) or tablet-based communication apps.

Overall, mid-tech AAC devices aim to provide individuals with communication challenges a medium level of support that bridges the gap between low-tech and high-tech solutions, offering some flexibility and functionality without the complexity and cost of more advanced systems.

Direct access: Touch, pointer, head stick, etc.
Indirect access: Single or dual switch scanning; some devices may offer auditory scanning