In this episode, Lindsay Sharpe, a speech-language pathologist who works in the Louis Riel School Division out of Winnipeg, MB, returns to continue her conversation on AAC use. She identifies the increase in the number of students with communication disorders in her school division and working to have sufficient intervention and programming for these students. She describes this new pressure put on school teams to ensure that they're getting the programming, the intervention and the goals set for them that they really need. She explains how support teams can adapt to AAC users' unique needs using this complex system of communication.
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In this episode, Lindsay Sharpe, a speech-language pathologist who works in the Louis Riel School Division out of Winnipeg, MB, returns to continue her conversation on AAC use. She identifies the increase in the number of students with communication disorders in her school division and working to have sufficient intervention and programming for these students. She describes this new pressure put on school teams to ensure that they're getting the programming, the intervention and the goals set for them that they really need. She explains how support teams can adapt to AAC users' unique needs using this complex system of communication.
In this special episode, Dr Lisa Archibald speaks with Lindsay Sharpe, a speech-language pathologist who works in the Louis Riel School Division out of Winnipeg, MB. She describes her efforts in advocating for the use of AAC devices and for AAC consultants in the classroom. She also describes various tools, strategies, and assessments to maximize the use of AAC devices.
Speech-Language & Audiology Canada (SAC)
In this episode, Lindsay Sharpe, a speech-language pathologist who works in the Louis Riel School Division out of Winnipeg, MB, returns to continue her conversation on AAC use. She identifies the increase in the number of students with communication disorders in her school division and working to have sufficient intervention and programming for these students. She describes this new pressure put on school teams to ensure that they're getting the programming, the intervention and the goals set for them that they really need. She explains how support teams can adapt to AAC users' unique needs using this complex system of communication.
