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 ![[----------------Horizontal Rule----------------]](/webart/hrule.gif){kind=small}  Six of Sixty MonthsACN Volume 12, #1 and #2 The AAC-RERC just completed six months of a five-year project funded by the National Institute for Disability and Rehabilitation Research. This issue highlights the ACETS and Tech-Watch projects, which are both among the AAC-RERC partner projects. ACETS: Employment research - Temple University ACETS (pronounced assets) is the Augmentative Communication Employment Training and Support program located at the Institute on Disabilities/UAP within Temple University in Philadelphia. The goal of this five-year project is to develop and implement a curriculum to train at least 25 augmented communicators to significantly increase their vocabulary, knowledge and skills related to employment, especially in fields that rely on the Internet. Augmented communicators who graduate will have in-depth work-related skills and experiences enabling them to be employed or self-employed. Staff will disseminate the curriculum through the AAC-RERC, the Institute on Disabilities and other collaborating AAC-RERC partners, at the end of the project. Key staff are Diane Nelson Bryen, principal investigator, Kevin Cohen and Leonard Kasday, all are from the Institute on Disabilities. In addition, Lou Heite, a graduate student (Temple University) and four augmented communicators (David Chapple, Gus Estrella, Leigh Ann Lightholder and Solomon Rakhman ) will be working on the project. Augmented communicators are providing direction, training and input to all aspects of ACETS. The first ACETS training program will begin in October 1999. Recruitment for the initial cohort of augmented communicators is underway. At present, there are five applicants for the six possible spaces. To participate, individuals must have significant speech disabilities, be between 18 and 64 years old, use a communication device for face-to-face communication, be able to interface their communication device with a computer, be familiar with the Internet, and have a strong desire to work. The ACETS curriculum includes a one-week program and may encompass up to a year of internship or focused training with an ACETS business affiliate or mentor. ACETS staff have conducted focus groups (both face-to-face and through e-mail) in an initial effort to determine what topics to include in the training. Staff are also recruiting business affiliates (e.g., UNISYS, Temple University’s Small Business Development Center, The Census Bureau and others) and asking them to share: (a) descriptions and requirements of jobs in their company, (b) information about the company’s "work" culture and (c) feedback about experiences they have had with people who have disabilities. Businesses may participate in the training program and provide mentorships and/or internships. In exchange, ACETS is offering to help companies become better prepared for a diverse workforce, accommodate employees who use AAC approaches, establish mentorship programs to maximize the contribution of employees with significant disabilities and establish internship programs for employees with significant speech disabilities who use assistive technology to communicate. The training program is designed to answer the following research questions: What skills do competent AAC users have prior to enrolling in ACETS, and what do they need? What are the outcomes for graduates of ACETS on: (a) increasing their computer/telecommunication skills, (b) employment-related vocabulary and communication, (c) small business planning skills, (d) job-seeking skills and (e) job readiness skills? What is the impact for ACETS? Do its graduates increase their full-time and part-time employment (including income, benefits, etc.) in the extant private sector or their own businesses? Employer-related questions are: (a) what issues do businesses need to address prior to hiring AAC users, (b) what accommodations do businesses need to make and (c) what accommodations are most difficult to make, and why? ACETS staff are collaborating with AAC-RERC staff at Penn State, who are also conducting an employment-related project. [See Volume 11, #6 of ACN.] The AAC-RERC’s attention to employment issues promises the field information and strategies that will enhance the likelihood of more augmented communicators becoming successfully employed. For more information, contact Diane Nelson Bryen or Kevin Cohen, Institute on Disabilities/UAP, Temple University, 1301 Cecil B. Moore Avenue, 423 Ritter Annex, Philadelphia, PA 19122. 215-204-2247 (voice); 800-750-7428 (TTY); 215-204-6336 (FAX). dianeb@astro.temple.edu or kcohen@nimbus.temple.edu Check out two Websites: http://www.aac-rerc.com and http://www.temple.edu/inst_disabilities
Tech Watch Project — Duke University The Communication Enhancement Technology Watch project is beginning to monitor and seek out technological developments – in both the commercial market and in laboratories around the world – that have products with potential applications for AAC in the pre-release stages of development. The desired outcome of the Tech-Watch project is to facilitate the transfer of state-of-the art technologies into AAC products. If successful, AAC consumers, manufacturers, developers, service providers and others interested in the efficiency and effectiveness of AAC technologies will benefit. A number of technology categories are being monitored in search of developments that could result in improved portability, durability, speech, access, displays and more. Kevin Caves, principle investigator (soon to be at Duke University), Frank DeRuyter (Duke University) and Howard Shane (The Children’s Hospital, Boston) are working on this project. The current focus is on establishing the monitoring protocols and collection formats for the project. Areas that the AAC-RERC is beginning to monitor are: Battery life - Typically, AAC device batteries are standard NiCd or NiMH rechargeable batteries that require an AC transformer to recharge. Recharge times are 8-10 hours. Different devices use different style batteries (from AA to block batteries weighing 2-3 pounds). New battery technology is desired that would be smaller, lighter, longer lasting, cost effective and require shorter recharge time. Computer technology - Dedicated AAC devices use a variety of computer technologies including microprocessors, RAM, PC Card technology, speakers, storage devices, integration, IR technology and keyboard development, among others. New computer technology is desired that would take advantage of higher speed processors and increased durability and portability. Display technologies - Touch screen and dynamic display communication systems use computer displays that present information in color and whose layout can change based on what the user is currently communicating. For example, a user could start a dynamic display device with a page containing the alphabet for spelling out messages, then change to a page of custom messages that can be retrieved with a single keystroke. Display technology is desired that would have high resolution in bright lights, scratch/water resistance, low power consumption and touch screen technology. User interface strategies — A variety of access methods are employed by users of AAC technology. New user interface strategies (e.g. control by eye, sound, mind, etc.) or improvements to existing user interface strategies (keyboard, touch screen, encoded input, switch scanning, etc.) are desired that would improve the user’s performance and simplify setup of the device for the user or caregiver. Vocabulary retrieval/encoding software — Strategies or programs that could be used to increase the rate at which a user is able to generate unique messages are required. Keystroke rate enhancement software — Strategies or programs that could be used to increase the rate at which a user is able to generate keystrokes are needed. Authoring environments software — Software that will allow parents, teachers and therapists to customize communication and educational materials is sought. Therapy tools— There is a need for software solutions that will develop skills in AAC, as well as maximize speaking potential. Synthesized speech output — AAC technologies are currently standardized on DECTalk, recognized as the highest quality synthesized speech output currently available. Synthesized speech output technology is desired that is more natural, intelligible and emotive. Digitized speech output — AAC technologies also employ digitized (recorded) speech. Digitized speech output and compression technology are desired that have improved quality and clarity, fast recording and play back performance and reduced storage requirements. Speech filtering technologies — Several devices on the market attempt to clarify speech. Technologies are needed that filter or clarify an individual’s speech so that a communication partner can understand it. Voice recognition software — Several voice recognition systems for personal computers are on the market that, once properly trained, do a reasonable job of converting speech to text. Technologies are needed that enable individuals with speech impairments to convert impaired speech to text for communication or writing. Information is currently being collected from a growing variety of resources, including the Southeast Region for the Federal Laboratory Consortium (FLC), which promotes and facilitates the rapid movement of research results and technologies into the mainstream of the U.S. economy. Project staff are monitoring industry alerts and the Internet for related technologies as well. They sincerely welcome input from the field. For more information contact the AAC-RERC, Box 3888, Duke University Medical Center, Durham, NC 27710. Phone: 919-681-9983; FAX: 919-681-9984; Email:aac-rerc@mc.duke.edu; Web link:www.aaa-rerc.com.
This article appears in Augmentative Communication News, Volume 12, #1 & #2. You may order this issue by clicking on Ordering Home Page Online Ordering 
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