{"id":380,"date":"2013-10-02T15:03:34","date_gmt":"2013-10-02T14:03:34","guid":{"rendered":"http:\/\/blogs.iriss.org.uk\/autismcard\/?p=380"},"modified":"2013-10-02T15:03:34","modified_gmt":"2013-10-02T14:03:34","slug":"using-ipads-in-aac","status":"publish","type":"post","link":"https:\/\/blogs.iriss.org.uk\/autismcard\/2013\/10\/02\/using-ipads-in-aac\/","title":{"rendered":"Review of Using iPads in AAC – Augmentative Communication in Practice: Scotland"},"content":{"rendered":"

“Established in 1991, Augmentative Communication in Practice: Scotland<\/a> (ACiP:S) is a national network that links together specialist AAC services and professionals; children and adults who use AAC (and their families); statutory services and voluntary agencies; and that provides resources, information and support.”<\/p><\/blockquote>\n

In 2012 ACiP:S\u00a0had a study day, “Using iPads in AAC<\/a>” and the papers from that day can be downloaded. What’s useful is that they have many case examples of using particular apps with different people and seeing pros and cons for each individual.<\/p>\n

A common finding was that tablet devices (compared to smaller iPod devices) were preferred for children just starting to learn language skills and those with poor dexterity as iPads have larger screens making them easier to use and read but at added expense and they are heavier to hold if no surface is available to rest the tablet on. Accessories\u00a0used for making devices easier to hold for children and to provide stands for working at a desk\u00a0included the Big Grips<\/a> cases.<\/span><\/p>\n