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Light-tech AAC Options for Arab Clients with Complex Communication Needs
Diana Deaibes
9/29/2018 6:15 PM
In my practice, I once worked with a pediatric Arab client with complex communication needs who was utilizing a “first, then” visual schedule on a horizontal board that included light tech symbols of our activities. Using the Arabic language, I asked her to point to the first activity we were doing. She pointed to the symbol on the right first. It is important to know that Arabic script is written from right to left. This may be confusing when asking a child to point to the “first” activity (or symbol) on a page. When utilizing visual schedules, it may be helpful to present the layout in a vertical format. This is also important to be aware of when you are working with Arab clients on sequencing using picture symbols or following directions during play activities using visual prompts.
When implementing light tech AAC, I have found it beneficial to both, my clients and their families to include Arabic and English texts on communication symbols. This is important because some Arab families we work with may be literate in Arabic, but may not speak, read, or write in English. For families who are literate in Arabic, including the written word in both Arabic and English languages will not only increase your client’s exposure to literacy in both languages, but will also increase the chances for carryover in the home. This is particularly important for more abstract icons for which icon meaning is not easily interpreted. Including both texts will reduce ambiguity and enable the client to utilize their light-tech system across all environments. When creating light-tech tools (e.g., communication books, activity specific pages, visual schedules, and Picture Exchange Communication Systems), it is encouraged that you collaborate with the family to identify their literacy skill level; if the family is able to write and read Arabic, the family may be able to write the Arabic text on the icon. If you are creating light-tech tools and the family is not present, it is ideal to work with an Arabic interpreter. If an Arabic interpreter is not present, I found have google translate to be helpful for translating the selected vocabulary in Arabic. The translation should be verified with an Arabic interpreter or with the caregivers prior to implementation.
Below are examples of light-tech AAC symbols and activity specific pages I found on www.boardmakeronline.com. Unfortunately, Arabic text is not currently supported on Boardmaker and you cannot insert the Arabic text directly while working on the program. Thus, family or caregivers will have to manually write the text on the printed symbols. After downloading shared activity pages on the Boardmaker website, I reduce the size of the images and create space for the printed word to be written on the bottom of each symbol.
Tobii Dynavox has provided a light tech communication board in English and Arabic, which may be helpful when working with Arab clients and families. This light tech tool can be found here: http://tdvox.web-downloads.s3.amazonaws.com/Boardmaker/refugeeboards/TobiiDynavox-communicationboard-arabic-english.pdf
If you know of any light-tech AAC tools which include English and Arabic text, please feel free to share.
Level 6. Abstract Symbols,Speech-Language Pathologist,Educator,Parent/Family Member,Occupational Therapist,Physical Therapist,Researcher,Developer Vendor,Other,Arabic
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