A model for assessment of children for augmentative communication systems

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Abstract
Children who are severely physically handicapped and non-speaking may be assessed for recommendation of an augmentative communica tion system. A working model of assessment, developed at the Com munication Aids Centre at The Wolfson Centre, London, is presented and illustrated with three case studies. The paper includes discussion of the prerequisite skills for use of a communication aid, and consideration of important factors in the child's environment, such as training opportunities and the expectations of communication partners, which affect the success of the outcome.