Randy Pavesich is a busy young man who lives in Rochester, Minn., but when he was asked to sing the National Anthem at a Honkers ballgame he accepted. It was a warm July evening the night Randy steered his bright yellow power chair onto the ball field.

"Ladies and Gentleman, please rise and join Randy Pavesich in singing our National Anthem," the announcer said. "Randy will be singing using a special device called a Dynavox."

Randy inched his chair closer to the microphone. He paused for a moment and looked at the crowd. Smiling, he pushed his cheek against a small switch connected to his Dynavox and a few seconds later a computerized voice began singing. When the National Anthem ended, the crowd cheered.

Randy’s mom, Eve Pavesich, sees the Dynavox as a way for Randy to communicate independently and says he uses his device for many things. "He loves to tell jokes and sing," she says. "He also uses it to control his television."

Technological Advancements
Today's technology can be a voice for a child who is struggling to communicate. Whether it’s using an inexpensive single message device, an expensive electronic system or specialized software, technology options exist to help children increase their ability to express themselves.

That’s good news, since according to the National Dissemination Center for Children With Disabilities, more than one million school-aged children received special education program services for speech and language impairments during the 2000-2001 school year. Many of these program services fall into the categories of low-tech devices, high-tech devices and specialized software.

Low-tech Devices
The term "low tech" refers to devices that can be quickly programmed and are easy to use and maintain. Low-tech communication devices may be a single message button or a multi-message unit with several levels. Because picture symbols are routinely used to identify the message, the child does not have to know how to read to use the device. For instance, when a child touches a picture of a book the message might say, "Please read me a story."

Since messages are recorded onto the device for the child, it is important to identify the child’s needs and goals. Having a classmate or sibling who is the same gender and close in age record the messages can personalize the device to sound more like the child’s own voice.

Some low-tech devices also function as a switch that can be used to initiate an action such as turning a device on or off. This means a child could touch the device and hear the word "fan" spoken while a fan connected to the device is turned on. Such activities reinforce cause and effect.

High-tech Devices
The term "high tech" refers to electronic devices that provide a multi-layered system of communication. These powerful devices talk using synthesized speech. Some models come with infrared technology, allowing the user to control televisions, VCRs and other infrared appliances. There are even high-tech communication devices combined with notebook and tablet computers. This can be a real advantage for older students who use the device to communicate, do schoolwork and even access the Internet.

Because high-tech communication devices come housed in a powerful and customizable system, they require a longer learning time. Children who use these devices need to have knowledgeable adults at home and schools dedicated to providing ongoing support and guidance.

Learning Language With Specialized Software
A variety of software programs can be used to help teach language skills. Programs may focus on early or functional vocabulary and progress to more complex language skills such as sentence structure. They may also be used to provide auditory and visual feedback during therapy.

Selecting the Right Device
Choosing the right device for a child should involve a team approach that includes the child and parent, as well as teachers, a speech pathologist, an assistive technology practitioner, a physical therapist and other professionals working with the child. There are many factors to consider when selecting a device including:

Needs/Goals:

• Where will the device be used?
• What are the communication needs/goals of the child in that environment?
• What support is needed for the child to successfully use the device?

Physical Abilities:

• How will the child access the device?

Cognitive Abilities:

• Ability to understand spoken language.
• Understanding of cause and effect.

It is important to remember that a child’s needs, goals and abilities will change over time; therefore, assessing whether or not a communication method is still appropriate for the child is an ongoing process.

Ruth Stoeckel, a speech pathologist at the Mayo Clinic in Rochester, Minn., says, "It is wise to try more than one system or device to determine what is most efficient and acceptable to the child, and keeping data will help 'tell the story' in that regard."

Although technology is a wonderful tool, sometimes things go wrong. Research shows that successful users of augmentative and alternative communication (AAC) use a variety of communication methods that may include no-tech options such as gesturing, pointing, sign language, picture books and pen and paper, as well as low-tech and high-tech devices.

Providing an environment rich in communication options will allow the child to explore and experience the wonderful world of self expression.

Want to see more?

• Learning to Learn Differently: Helping Your LD Child to Excel
• The Beat Goes On: Interactive Metronome Helps Children With Attention Difficulties Get on Track
• Here’s an IDEA: Earlier Help for Special Needs Children
• Talk about it!