Functional vision assessment as a determinant in the selection of augmentative and alternative communication resources

Abstract

This article focuses on the importance of functional vision assessment and the choice of an augmentative and alternative communication (AAC) resource for children with low vision associated with other disabilities and complex communication needs. For people with this profile, difficulties increase because, if there is no verbal communication, AAC must be included. Precisely because of the unique nature of functional vision assessment, it is important that professionals pay attention to the situations observed in children with low vision. If they are nonverbal and have a visual impairment, this can hinder responses to visual tests and influence strategies for using communication aids. Furthermore, most AAC resources are visual, requiring tactile resources for alternative communication. This statement leads us to the following question: what criteria are fundamental for choosing an augmentative and alternative communication resource for a child with low vision associated with another disability? The objective is to emphasize the importance of analyzing the criteria for functional vision assessment when choosing an AAC resource. To this end, a bibliographical study was conducted on the topic, aiming to gather and analyze theoretical references to support the topic in question. A child with low vision and other disabilities needs to be active in their social environment and in the learning process. The fact that they cannot communicate through speech does not mean they have nothing to say or do not understand; therefore, they need to practice so that their interaction with their peers is promoted.