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<\/figure>\n<\/div>\n\n\nAustralia is a culturally and linguistically diverse nation, with 21% of the population speaking a language other than English at home. Across Australia\u2019s population, 1.2 million people have a disability that affects their ability to communicate. For people with complex communication needs, speech pathologists develop systems that provide compensatory methods for communication, known as Augmentative and Alternative Communication (AAC) systems.\u00a0Despite this diversity, AAC systems are predominantly designed for a monolingual English context and western cultural values and therefore do not comprehensively meet the communication needs of children in bilingual or multilingual families. The unfortunate outcome of this is exclusion from social interaction across different cultural contexts, and negative effects on family interactions.\u00a0<\/p>\n\n\n\n
To appropriately address the needs of children in multilingual families who use AAC systems, we require research grounded in multilingual communication, but very little research exists about how people use AAC in these contexts. There is increasing evidence supporting the development and use of culturally and linguistically appropriate AAC systems. This research explores participant perspectives and promotes engagement of participants in the development of systems that meet their needs. Further research is needed to enhance our understanding of interaction in these contexts, with these communicative resources, in order to improve the suitability of resources for multilingual contexts. Conversation analysis is well suited investigating the intricacies of how communicative resources are deployed in interaction. Conversation analysis research relating to AAC interactions and bilingual interactions has been accumulating since the 1980s, yet very little is known about bilingual interactions that include children with communication disability and incorporate AAC. This project will use conversation analysis to explore family interactions and thematic analysis of family interviews to contribute to closing the gap in research. Evidence grounded in interaction and personal experience will inform development of appropriate and suitable AAC resources and services, essential to improving outcomes for children with complex communication needs in multilingual families.<\/p>\n\n\n\n
For details about participating please email\u00a0natalie.skinner@acu.edu.au<\/a><\/em><\/p>\n\n\n\n This research project explores classroom education supports for students who use or require Augmentative and Alternative Communication (AAC) from Culturally And Linguistically Diverse (CALD) backgrounds. <\/p>\n\n\n\n Students from CALD backgrounds who use AAC systems to communicate often have intersecting support needs in accessing education. However, research concerning the communication support needs of this group of students is limited. This stakeholder-informed scoping review aims to map the current evidence on supporting this group of students in the school setting, to include AAC users in the research process, and to identify gaps in the existing knowledge. This study will utilise a rigorous and transparent research method that adheres to scoping review reporting guidelines and checklist outlined in PRISMA-ScR. It will provide a foundation for the next stage of Trini Lam\u2019s PhD project and for future studies seeking to improve the lives of AAC users whose home language is not English, as well as to increase global awareness of AAC communication.<\/p>\n\n\n\n Childhood dementia is an umbrella term describing the hundreds of rare genetic disorders that cause dementia-like progression in children. The impact of these conditions can be devastating for parents, who are seeing their child lose skill by skill. One of the first features noticed in many childhood dementias is speech-language difficulty. Children typically have complex communication needs and minimal spoken language, making augmentative and alternative communication (AAC) an important tool for supporting their communication, as children experience increasing verbal poverty. Despite being a group with one of the highest needs, a surprising number of individuals with childhood dementia have never been prescribed an AAC.<\/p>\n\n\n\n There is strong evidence suggesting the need for early implementation of AAC in individuals with communication difficulties, but this has not been rigorously examined in this population. This project will be the first randomised cross-over trial examining the efficacy of a speech-generating device, which is a type of AAC, on communication outcomes in individuals with childhood dementia. There will be 38 participants, all of whom will undergo both the treatment and control arm in a randomised order. The treatment will involve 6-weeks of speech therapy with a personalised speech-generating device. The participants will be able to take the device home once they have completed the trial to continue accessing this mode of communication.<\/p>\n\n\n\n Trial registration: https:\/\/clinicaltrials.gov\/study\/NCT07039084<\/a><\/p>\n\n\n\n Reports on each of these grants will be shared via AGOSCI\u2019s education platform. ISAAC Australia thanks AGOSCI<\/a> for their support!<\/p>\n\n\n\n And BIG CONGRATULATIONS to each of the grant awardees.<\/p>\n\n\n\n For interest, the ISAAC Australia Small Grants Guidelines and the Application Form are still provided below.<\/p>\n\n\n\n <\/p>\n","protected":false},"excerpt":{"rendered":" In 2025, ISAAC Australia was able to make some small grants available. Our aim was (as always) to promote worldwide awareness about how AAC can help individuals who need it. The grant process was announced with a focus on innovative approaches to research in AAC that may otherwise have been…<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-687","page","type-page","status-publish","hentry"],"yoast_head":"\n
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