AAC AWARENESS 2011

From Sea to Sea for AAC
Number 39
December 2011
ISAAC CANADA
49 The Donway West
Suite 308
Toronto, ON M3C 3M9
(416) 385-0351
FAX (416) 385-0352
Gail Fisher-Taylor
Issue Highlights
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•
•
•
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From Sea to Sea for AAC
A Funny Thing Happened on
my Way to Becoming a
Restaurant Critic
Accessibility for People Who
Have Communication
Disabilities
My Experience at Breaking
the ICE 2011
Mike and the AAC
Curriculum
AAC Curriculum in Ontario
Introducing Franklin Smith
Call for Nominations (ISAAC
Executive)
The Canadian Corner
AAC Awareness 2011
Back to the Future With
Bliss
It was an adventure, and we weren’t sure what to expect, even though we had been preparing
for more than two years for the Kilometres for Communication cross-country cycling journey to
raise awareness and funds for Canadians who speak with AAC.
Cycling across the country was my son Skye Wattie’s idea, borne out of a time when
his older brother Kerr—who communicates with blinks and a Dynavox—was in the middle of a
human rights case against the Toronto District School Board, launched because we felt he
didn’t get the education he deserved. Kilometres for Communication was also borne out of
Skye’s frustration with how frequently people underestimated Kerr’s abilities and how often
they ignored and mistreated him. Kerr and I jumped on board, and the three of us talked about
our concerns about the long waiting lists and lack of ready availability of AAC services,
supports and technology. We have always believed that people should not have to wait to
communicate.
Kerr had decided that three months on the road would be too much for him, so he and his dad,
Burns, would join us in Ontario, and I would drive the support vehicle—a 25-foot-long rented
RV.
th
On the morning of May 9 when Skye and I left for the west coast
where Skye’s cycling journey would begin, we stopped in Wiarton,
•
Ontario, to pick up a copy of the Owen Sound Sun Times. We had
•
been interviewed for an article about Kilometres for Communication
•
that was due to appear that day. There on the front page was the
article, along with a picture of Skye on his bike pulling Kerr in his
•
Wike bike trailer. Shortly thereafter, we heard that news about
•
Kilometres for Communication got picked up by a U.S. government
•
website about disability, as well as by USA Today and India World
Courtesy of Willy Waterton/The
Media. As a result, the visits on the Kilometres for Communication
Sun Times
website (http://kilometresforcommunication.com) skyrocketed. Even
though
I’d
come
down
with
a nasty cold, it was a great first day on the road. We had already
Ben Adaman, Editor in Chief
Communication Devices Program gotten some good media coverage in The Toronto Star, Ability Magazine, and various
Assistive Technology Products & newsletters across the country. We alsord had been promised a major article would be released
in papers across the country on May 23 , four days after Skye’s cycling journey would officially
Services
begin.
Deer Lodge Centre
Many
of the details of our adventures (and misadventures) are well chronicled on the Kilometres
Winnipeg, MB, R3L 0L3
for
Communication
blog (http://kilometresforcommunication.wordpress.com). While Skye cycled
(204) 831-2579
8,382
kilometres
from
Port Renfrew, British Columbia, to Cape Spear, Newfoundland, often
FAX (204) 885-2524
battling
headwinds
and
torrential rains, I supported Skye from the RV, while arranging details
[email protected]
with the many volunteers and organizations who planned AAC awareness and fundraising
Traduction française : Agathe
events across the country. I also contacted television, radio and newspaper reporters in
Rhéaume between driving, laundry, RV maintenance, food shopping and preparation. (Skye needed
between 9,000 and 13,500 calories a day.) We were successful in getting newspaper articles in
most major Canadian cities and many small towns. CTV and Global covered our campaign as
we traveled across the country. ISAAC Canada president Tracy Shepherd and I did an almost
hour-long radio interview (http://www.voiceamerica.com/episode/55116/speaking-withchnolteogy-when-your-voice-doesnt-work) on Voice America, the largest internet radio station in
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December 2011
1
the world. Skye and I were involved in a number of videos that were made as we traveled. After cycling each day, Skye
maintained an almost daily blog and became the primary television spokesperson, and both of us participated and
presented at more than 25 events. We spent time meeting and talking with many people who speak with AAC
(PWSWAAC), and we began to gather information about the availability and unavailability of AAC services, supports and
technology as we traveled. The messages from PWSWAAC were consistent, loud and clear: “Be patient”, “Take the time
to listen”, “Get to know me”, “I am more important than the technology I use”, “I want to contribute to society”. Momentum
was gathering. Although the number of emails we were getting was becoming more and more overwhelming, so many of
them inspired us, as did the organizers and volunteers who planned the events, and all of the participants who attended.
Before Kerr and his dad, Burns, joined us on our journey, they were involved in a number of Toronto Kilometres for
Communication events. Kerr also participated via Skype in a wonderful event in B.C. where each of the Okanagan “Cool
Communicators” talked to him with their communication devices. Once our
family finally reunited in Ontario, there were almost daily events, and life on
the road became more complex and more expensive with 2 vehicles, 3
tents, 5 people (including Kerr’s assistant, Mia) and our dog. More people
were cycling with Skye, there was more media, and more coordination.
Kerr, Burns and Mia decided when we reached New Brunswick that they
had reached their limit. They turned back, and Skye and I choked back our
tears as we continued the rest of our journey without them.
As I write, Skye has been back at the University of Waterloo for almost two
months. While we have completed our journey across Canada, we have a
long way to travel to ensure voice, accessibility and inclusion. Since we’ve
been back, Skye and two friends have run their first marathon, raising over
$1000 for Kilometres for Communication. Kerr and Skye have been
th
selected to be medal-bearers in The Rick Hansen 25 Anniversary Relay
th
on November 5 in Toronto. Kilometres for Communication will continue to raise awareness and funds, and to gather
information that will be essential for future advocacy. We will continue to develop our website, blog and Facebook
page. Our family is also selling t-shirts to help us
cover Kilometres for Communication expenses.
We encourage you to visit our website and
Facebook page and subscribe to our blog to find
out what we are doing next and to explore how
you can participate.
We want to offer our heartfelt thanks to the many
organizers, volunteers, participants, fundraisers,
donors, and cyclists for welcoming us, joining us,
inspiring us and helping spread the message that
everyone deserves to communicate, AAC is
essential, and that Cool Communicators rock!
The journey continues….
A FUNNY THING HAPPENED ON MY WAY
TO BECOMING A RESTAURANT CRITIC…
John Draper
After I graduated from high school, I headed off to study journalism at college. My career
goal was to become a restaurant critic. It seemed a logical choice: I love to write, and I
love to eat!
I enjoyed my journalism classes, but at the same time my eyes were opened to the
important issues of accessibility and inclusion for people with disabilities. In my
elementary and high school years, I had experienced some challenges gaining access to
events and places and being included in activities, but during my college years I was much
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December 2011
2
more exposed to the bigger world. I became increasingly aware that society is not as inclusive of people who have a
disability as I had been led to believe. Although there had been great advances for equality, stereotypes and
discrimination still existed to a far greater extent than I had imagined.
Accessibility was also proving to be a challenge as I became more independent. An unfortunate trip down a set
of stairs in my wheelchair one day convinced me that we needed better solutions.
One day I was lamenting the state of my world to one of my college professors. He listened to my concerns
and then reminded me that changing the world begins with one step. So I compiled research and wrote about my own
personal experiences as a person who has a disability. I presented these thoughts and experiences first to classmates
in my journalism program and then to students in other faculties.
At the conclusion of one of my presentations, a fellow student came over to thank me for sharing my thoughts.
“Hey man,” he said. “You rock!” He shared with me some of the things he was going to do differently in response to my
message to promote an accessible and inclusive community. I was so impressed with his ideas, I said, “Together, we
rock!”
Together We
Rock logo
That was the genesis for my initiative, Together We Rock! It was launched in
2006 with the goal of providing learning and leadership opportunities to inspire people to
build communities that are accessible to and inclusive of people with disabilities. My
presentations were generating a lot of interest, especially among educators and school
staff. Elementary and high school teachers were constantly asking me to develop a
presentation for their students. There was one problem… I was not comfortable around
children. I always worried that I would accidentally run over one of them with my
wheelchair, and I often ran out of patience when children wanted me to spell all kinds of words on my communication
board. But one day I took the plunge. An elementary school teacher colleague asked me to visit her class. I arrived at
the school dreading this assignment. But I left inspired. The students were honest with their questions, and their ideas
to promote accessibility and inclusion blew me away. It was a defining moment in my life.
It wasn’t long before I was visiting lots of elementary and secondary schools. The students responded well to
my presentations, with many wanting to know what more they could do to promote accessibility and inclusion at their
school.
I began to think about creating a School Leadership Program that would give kids in grades 6 to 12 the
opportunity to work in partnership with other school community members to build a school community that is accessible
to and inclusive of people who have a disability.
As I started to develop the program, I read about the ISAAC-Possum Aspiration Award. I submitted a proposal
to develop a Tool Kit that would supplement the School Leadership Program, and I was very fortunate to be selected as
the successful candidate in 2008. I envisioned that I would establish the program and write the Tool Kit within eight
months... For the next two and a half years I wrote, consulted students and educators, wrote some more and almost
sent my editor into therapy.
The Together We Rock! School Leadership Program Tool Kit was finally completed in January 2011. It was
212 pages – more than 100 pages longer than I had originally planned. But it was also much more comprehensive,
providing a detailed resource for guiding students and teacher advisors through the School Leadership Program.
The School Leadership Program includes four learning components, covering the
topics of community, diversity, inclusion and accessibility, along with a leadership
component and an action component. Each component in the Tool Kit features a personal
story from my perspective, background information on the topic, and suggested steps for
assessing the current needs of the school with respect to the learning component, in order
to help determine what action will be taken. Students can choose to complete any or all of
the components, which can be undertaken either as a class assignment, as a collaborative
leadership project of one grade level, as an initiative of a school social justice committee,
or as an undertaking of the entire school.
To encourage schools to participate and to reward those who do, I created the Together We Rock! Leadership
Award. This award, a bursary of $1,000, is presented annually to one elementary school and one high school that have
demonstrated their efforts to promote accessibility, inclusion, a sense of community, and/or understanding of diversity
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December 2011
3
and disability in their school community. I was very pleased to present the first Leadership Award to Norman G. Powers
Public School in Ontario, Canada, in June 2011.
It has been an amazing journey to realize my dream. The partnership between ISAAC and Possum Ltd. helped
me to turn that dream into a reality.
And it was clear I was no longer going to become a restaurant critic...
Accessibility for People who have Communication
Disabilities
Barbara Collier
Augmentative Communication Community Partnerships Canada (ACCPC)
People with communication disabilities have the right to access goods, services, healthcare, education and employment
opportunities that are equal in quality to people without disabilities. However, unlike people with other types of
disabilities, their accessibility accommodations are poorly understood and notably absent from most accessibility
regulations, trainings and resources for businesses and organizations.
With funding from Human Resources and Skills Development Canada, ACCPC is conducting a national project
to increase accessibility to businesses and organizations for people with communication disabilities. As Canada moves
forward in implementing accessibility legislation that complies with the United Nations Convention on the Rights of
Persons with Disabilities, it is critical that we know what we want and that people with communication disabilities are
involved in every step of the process.
As part of the project, we conducted a national survey in which we asked people with communication disabilities
to tell us about their accessibility barriers and needs. Most respondents reported barriers relating to the person with
whom they are communicating. They reported that people ignore them; do not know how they communicate; talk to the
person with them about them; restrict their communication to answering yes and no questions and do not give them
sufficient time to communicate their messages. They experience these barriers in face-to-face interactions, at meetings
and public events and especially over the telephone. Many people reported difficulty reading and handling print, text
materials and navigating websites. They also reported challenges with writing activities such as completing forms,
taking notes and signing documents. These barriers occur across all sectors and most notably when communicating
with government agencies, healthcare, disability and emergency settings, transportation, stores and restaurants.
Based on this information, ACCPC developed an online, e-learning, resource for businesses and organizations.
The resource is available at http://www.communication-­‐access.org. There are eight modules containing video
segments, handouts and commentaries on key accessibility areas:
o Information about people who have communication disabilities
o Starting a conversation
o Communicating with people who have communication disabilities
o Supporting a person to understand what you are saying
o Accessible meetings and public events accessible
o Communicating over the telephone
o Providing accessible print, text and e-communications
o Supporting writing activities
In addition, we developed a document that interprets human rights legislation from the perspective of people who
have communication disabilities. The document is at http://www.communication-­‐access.org/p/rights and it describes
what people with communication disabilities can expect in terms of accessibility from businesses and organizations that
comply with this legislation.
Many of you have embedded these resources into your organization’s accessibility trainings. Others are using them
to support people who use AAC in learning how to negotiate their accessibility accommodations in their communities.
We hope that you will help us to share the resources with your clients, colleagues, community organizations and
accessibility policy makers. There is an e-flyer on our website that you can use to spread the word. We welcome your
feedback at [email protected]
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December 2011
4
My Experience at Breaking the Ice 2011
Tien Hoang
I had a great time at the Breaking the ICE conference, and for the first time, I experienced what it’s like to chair an
event. To be honest, I never thought I could be comfortable being on a stage and operating my Dynavox Vmax while
dressed in professional clothing for a long period of time. But considering the nervousness and judgment that I had
within myself, I, ironically, overcame my fears and doubtfulness over the first weekend of June because I realized I was
given the chance to prove to myself what I can do. So, I told myself to calm down and focus on what I was doing. I did, I
managed to control myself and did my job.
I actually enjoyed the duty that was given to me. I could remember sitting beside Nora (the other cochairperson) and looking down at the audiences and smiling at them; everyone looked so friendly and they were so
eager to hear what I was saying that the whole ballroom seemed to be like my home. That’s how I was able to focus
and became passionate in what I was doing!
I honestly liked every moment of those three days, even though there were times when I had to hear some sad
stories from the presenters and, during the little memorial that we, the Breaking The Ice committee members, had
planned, I heard the names of the honorable people who passed away. In all respects, the conference was a success,
and the participants, the presenters, the attendants, and the committee members were awesome!!! My favorite part was
when Justin Clark gave a remarkable speech outlining the 47 years of his life, including his accomplishments, his
struggles, and how he stood up for himself after having to spend his entire childhood and teenage years in a special
group home. I think Justin inspired me to be willing to move on with my life no matter what the barriers are.
I am honoured to have contributed my passion and pride to the AAC committee by fulfilling my duty as the
th
co-chairman of the 5 biennial Breaking The ICE Conference Canada. I was fortunate to be able to work with the
kindest and most trustworthy people in the BTI committee who entrusted me to chair the most amazing and inspirational
event. Therefore, I am humble to say that I managed to get over my doubts and accepted my part because I did
something great for myself and for my own community! And, of course, I would love to have another opportunity to do
something like this again in the near future!
Mike and the AAC Curriculum
Kathy Ryan
In 2007, SETBC struck a committee to develop a comprehensive Augmentative and Alternative Communication (AAC)
Device Curriculum that was intended to be the basis from which school districts could develop a Board/Authority
Authorized (BAA) course. This would provide students the option of receiving high school credit for their AAC skill
development. The belief was that comprehensive AAC device competency was essential for students to participate as
fully as possible in their school program. Since AAC competencies are different from, and additional to, the
competencies that speaking students must acquire to become effective communicators, it was believed that these
competencies needed to be taught systematically and sequentially. Thus, it seemed helpful to provide a resource that
could be used province-wide for supporting and teaching students with AAC needs in the educational system in British
Columbia.
The AAC models of communicative competence by Light and communication independence by Dowden served
as a framework for a well-rounded AAC device language curriculum. The resultant course was broken into four levels,
or units, which could be taken individually. In that way, those with already developed AAC skills could challenge any unit
for credit.
Mike, a student from Summerland Secondary (pictured left), has completed his AAC course.
He and his team, Speech Language Pathologist Glenda Mason, resource teacher Sue Richert,
and educational assistant Christie Young, shared their experience.
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December 2011
5
To obtain approval for the AAC Curriculum as a Board/Authority Authorized (BAA) course, Sue
prepared the necessary paperwork for the formal application to the school principal and school board, making
reference to the document. The Director of Instruction and Assistant Superintendent visited a session with
Mike and Glenda to see and learn about the device firsthand, and to observe the competencies needed to
successfully communicate with it. Glenda felt this step was instrumental in the approval of the course since
the school district administrators observed the complexity of Mike’s Vantage and the challenges related to
AAC usage.
Upon authorization, the school team met to discuss how the course would be set up and evaluated.
They decided to timetable a linear course of approximately 120 class hours, worth 4 credits towards
graduation. They agreed to work on Mike’s individualized goals to a mastery level rather than determine
course completion based on semester dates. In the end, Mike took one and a half school years to complete
the course.
Glenda identified the specific skills to be taught in each of the four competency areas (operational,
linguistic, social and strategic) and put together the assignments, drills and assessment for the course. She
adapted tracking forms in order to use a parts-to-whole approach, so Mike could practice the building blocks
of various discourse styles, which would be functional in both the classroom and social contexts. The
evaluation measures used to determine competence were pre-/post-probes of untrained materials. Although
the curriculum provided global competencies, these needed to be customized according to the device and
student abilities. It is clearly not a “one-size fits all” course.
Christie consistently worked with Mike during one class period each term on systematic, structured
lessons laid out by Glenda. This structure allowed them to carry on practice in the absence of the SLP, who
attempted weekly visits. Communication regarding progress via email was key in keeping the SLP abreast of
skill development and needs.
Mike’s communication and device skills improved notably over the year and a half. Although he had
prior experience using his Vantage, his typical sentences were only three to four words in length. He seldom
initiated conversations and was slow to respond, having difficulties knowing what to say and how to locate
vocabulary. By the end of the course, his sentences were quickly formulated and averaged seven to eight
words, ranging up to thirteen. Mike learned the contour of a conversation to keep an interaction flowing,
including initiating, making comments, asking questions, checking for listener understanding and wrapping
up. He also took responsibility for his communication device and was eager to show off his skills to others.
For those considering using the AAC Curriculum as a BAA course, the following recommendations are made:
1) Start early. The process to get a course approved and developed for the individual student’s may
take several months.
2) Dedicate time in the schedule for the course.
3) Dedicate an educational assistant to the course.
4) Ensure SLP support can be provided for the initial setup and for ongoing monitoring and assessment.
5) Model use of the device.
6) Empower the student to become the master of the device, encouraging independence in vocabulary
selection and storage.
7) Ensure ongoing team communication.
Learn more about Mike and his team’s experience with the AAC Curriculum:
www.setbc.org/setbc/communication/aac_curriculum_outline.htm
AAC Curriculum in Ontario
Joelle Howard-Belcher (with introduction by Shelley Deegan)
A provincial working group was formed in 2009 regarding the development of an AAC Curriculum for Ontario. Following
the excellent example provided by SETBC, the Ontario committee developed some key documents to be used in
discussions with school boards or school personnel when considering the incorporation of an AAC course. The
documents include a one-page summary of the AAC Curriculum (e.g., Who would be appropriate to take this course?
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December 2011
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Who should teach this course? What are the goals of this course? When & where will the course be taught?); an AAC
Curriculum Partnership Development Pathway Model; and a letter of support for the AAC Curriculum from ISAAC
Canada.
To date one client in Ontario has gained a credit using the AAC Curriculum. To read this student’s story see:
http://www.tvcc.on.ca/I-can-newsletter-3.htm (June 2011: the I Can Keep Talking issue of the I Can Newsletter). Other
students and schools are in the process of incorporating the AAC Curriculum as well. Joelle is considering the AAC
curriculum as a way of gaining a school credit. She could gain a credit by communicating for Learning/Independence
/Employment. Unit 4 of the AAC Curriculum teaches skills and strategies for independent and highly effective
communication in all contexts via an AAC system. Here is Joelle’s story!
Hi Canada. This newspaper is going to tell you who I am. My name is Joelle Howard-Belcher. I have an 11year-old sister named Alisha Howard-Belcher. I’m 14 now. I have about six or seven favorite foods. I like chocolate, ice
cream, meat loaf, potatoes, chicken, peas, carrots and cupcakes. You might think because I have CP that I’m not smart.
Not so. I’m very smart. Here’s how. I have a Dynavox Vmax that I use for both writing and talking and I also understand
and can read sign language. I’m a book writer in Burlington, Ontario. My newest book features two teenagers being late
for school. The most important thing about being an author to me is writing the books. What I’m basically trying to do
here is tell my entire country who I am.
My first language was sign language because both of my parents are deaf. I don’t really remember how I first
learned spoken English. Some of it was from watching TV. When I was a kid I skipped kindergarten. The reason I
skipped kindergarten was because my Mom and Dad couldn’t find a school for me. I didn’t start school until I was 5. I
was seven when I got my first communication device. It was a Dynavox 3100. I started with a very simple vocabulary
and then changed to Gateway 54. I use a single switch with my right hand to access my device.
I went to 3 elementary schools. Prince Charles and Agnes G. Hodge were both in Brantford, Ontario. My
teacher’s name at Agnes G. Hodge was Mr. Shurvin. I was in a Special Education classroom. Mr. Shurvin taught me
how to roll over, how to use my first Dynavox 3100, how to tell time and many other things. I stayed there for 5 or 6
years. When I finished grade 6 my family moved to Burlington. I went to Florence Meares School. I was excited to go to
a new school. I was in a Special Education classroom at this school too. When I started Grade 7 at Florence Meares I
switched my communication device to a Dynavox Vmax. I changed my vocabulary to scanning Picture Word Power.
I am now in my first year at Robert Bateman High School. My school life is just like any other teenager’s. On
week mornings I wake up between 5:30 and 6:00. Now the reason I wake up between 5:30 and 6:00 is because my ride
comes at 7:52. Before it was coming at 8:04. But my school changed it because I used to be late for school. The kind of
class I’m in now is a communication class. When I started high school I was happy to be at a new school. I changed my
vocabulary to scanning Word Power when I started high school. I go out to a Geography class. I like this and do not find
it hard. I am doing the same work at the other students but I don’t have to do the exam. At school right now I’m learning
about money.
When I’m done High School I hope to go to college at my Dad’s work. My Dad’s a teacher at Mohawk College.
I’ve decided I want to be a High School teacher. I want to teach at a Catholic School in Toronto.
As a sister, a High School student and an author I’m busy 7 days a week. Well I hope I’ve proven I can talk.
Next time somebody tells you I can’t talk – ignore them!
If you would like more information about the AAC Curriculum in Ontario, contact any of the committee members:
Shelley Deegan ([email protected]), Charlene Cratt ([email protected]), Laurie Scott ([email protected]),
Janet Mcauley-Oliver ([email protected]), and Stacy McDougall ([email protected]).
Have You Heard? Introducing the International
Patient:Provider Communication Newsletter
Kelli Vessoyan
ISAAC Canada would like to share an exciting e-newsletter resource. The International Patient:Provider
Communication Newsletter is being published quarterly by the Central Coast Children’s Foundation (CCCF) and
Augmentative Communication Inc. (ACI). They collect and publish practical, international information about approaches
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December 2011
7
to improving Patient:Provider Communication (PPC) across healthcare settings. You will find a copy of their current enewsletter (in English only) attached to this issue of Figuratively Speaking.
If you would like to be added to the mailing list to receive future issues of the International Patient:Provider
Communication Newsletter, we encourage you to please forward your email address to either Harvey Pressman at
[email protected] or Sarah Blackstone at [email protected]. To find out more about the PPC international initiative,
or to see copies of previous newsletters, please visit the website: www.patientprovidercommunication.org.
Introducing Franklin Smith,
the New Executive Director of
ISAAC
In his capacity as Executive Director of ISAAC (International Society for Augmentative and
Alternative Communication), Franklin is responsible for the on-going business management of the
organization, providing day-to-day managerial oversight and acting as a key resource to ISAAC’s
Executive Board in the effective and efficient strategic management of the organization.
Franklin is also co-founder and partner at the GTA-based software development firm the
Simon Phoenix Group. The company publishes Phoenix NP Complete©, a business management
database application designed and written for independent and faith-based schools in Ontario.
Prior to starting the Simon Phoenix Group in 2009, Franklin had served at the Executive Directorlevel of two GTA-area faith-based independent schools, and is considered by many as a domain
expert in the area of school business information management systems and requirements.
Franklin holds a B.Sc. degree in Astronomy and Physics from the University of Toronto, an
MBA from York University, and has been granted the Certified Management Consultant (CMC)
designation from the Canadian Association of Management Consultants.
Call for Nominations for
ISAAC Canada Executive Positions
The current Executive of ISAAC Canada will be completing its term at the end of 2012. In
2000, it was decided that the Executive would rotate between four regions across Canada. British
Columbia formed the Executive from 2000 to 2004. The Executive moved to Ontario for 2005 to
2008 and for 2009 to 2012. A call is going out to form a new Executive. The term of office would be
from January 2013 to December 2016. The positions are President, Secretary, Treasurer, at least
one Member without Portfolio and a Member who uses AAC. All individuals on the Executive should
be ISAAC Canada members and at least one member should be French speaking.
Tracy Shepherd, the current ISAAC Canada President, will be available in the position of
Past President for a two-year term. The Past President assists the President in the operation of the
Executive Committee and is available for special projects and assignments. The Past President
assists in the transition to the new Executive Committee.
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December 2011
8
If there is a sufficient response to the call for nominations the ISAAC Canada membership
will be called to vote for the successful Executive candidates. If positions are uncontested, the
proposed new Executive will be presented to the membership for approval.
For more information on the positions see the ISAAC Canada Executive job descriptions below:
President: The President sets the agenda for, and presides over, meetings of the Executive
Committee, meeting of the National Council and general meetings of the association. The
President is the representative for ISAAC Canada members to ISAAC International. The President
is a member of the ISAAC International Council. As a member of the ISAAC International Council,
the President will interact with the Chair of the Council regarding matters related to ISAAC
International and ISAAC Canada. The President will attend the ISAAC International Council
Meeting, which is held prior to each ISAAC Biennial Conference. The President is the contact
between ISAAC Canada and the ISAAC Secretariat. The President fields any queries that come to
the Secretariat that relate to ISAAC activities in Canada. The President sets the agenda and chairs
the Chapter meeting at the ISAAC Biennial Conference. The President attends the Chapter
Presidents meeting at the ISAAC Biennial Conference. The President oversees all projects and
activities of ISAAC Canada.
Secretary: The Secretary is responsible for keeping records of National Council and Executive
Committee meetings. The Secretary is responsible for disseminating information (including
newsletters) to members of ISAAC Canada. The Secretary (or designate) takes the minutes of the
Chapter meeting at the ISAAC Biennial Conference. The Secretary will communicate with the
Secretariat in regards to member information. The Secretary will carry out tasks as assigned by the
President.
Treasurer: The Treasurer is responsible for the receiving and dispersal of association funds. The
Treasurer is responsible for communicating with the Secretariat in regards to the finances of ISAAC
Canada. The Treasurer will request financial statements from the Secretariat prior to National
Council meetings, or as requested by the President. The Treasurer will provide financial information
to the membership during the Chapter Meeting at the ISAAC Biennial Conference. The Treasurer
will oversee fundraising activities for ISAAC Canada.
Committee Member without Portfolio: The Committee Member without Portfolio is responsible for
special projects and assignments. The Committee Member without Portfolio presides over
meetings of the Executive Committee, meetings of the National Council and general meetings of the
association in the absence of the President and Past President. The Committee Member will
participate in all Executive and National Council meetings. The Committee Member will carry out
tasks as assigned by the President.
Person who uses AAC: The PWUAAC will represent members who use AAC. The PWUAAC will
participate in all Executive and National Council meetings. The PWUAAC will carry out tasks as
assigned by the President. This position receives a sponsored membership to ISAAC Canada.
Tracy Shepherd would be happy to answer interested individuals’ questions. Please submit a
Self-Nomination Form (see attached) to Tracy Shepherd in order to be considered for an ISAAC
Canada Executive Committee Position.
Tracy Shepherd
ISAAC Canada President, 2009-2012
[email protected]
Figuratively Speaking 
December 2011
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The Canadian Corner
I Can… The ‘I Can… Newsletter’ is a monthly publication written by therapists who work in the
Augmentative Communication Service at Thames Valley Children’s Centre in London, Ontario. The
aim of the newsletter is to help kids who use augmentative communication to increase their
participation by providing functional suggestions for educators and parents.
Check out our September issue: http://icannews.blogspot.com/
Introducing Stacey Harpell, Saskatchewan
Representative to ISAAC Canada
Stacey Harpell received her B.S., from Minot ND in 1995. She then worked on the
Dine reservation in New Mexico. In 1999 she graduated with a M.S., from the
University of Wyoming, at which point she worked for 4 years in the school district
of Anchorage Alaska, specializing in Augmentative Alternative Communication
(AAC). She completed three summer contracts creating curriculum and
implementing summer camps for children who use AAC.
Stacey Harpell During this time she also contracted as an Associate Professor at the
University of Alaska at Anchorage (2001-2002) where she taught master’s level courses in AAC. In 2002 she moved
home to Saskatoon, Saskatchewan and worked for four years at the Alvin Buckwold Child Development Program and
was the coordinator of the paediatric outpatient AAC clinic. Additionally, she contracted to school districts to educate
teachers and teaching assistants on methods to provide AAC curriculum. In 2006 she started working at City Hospital
specializing in adult acute and outpatient AAC services.
Ms. Harpell has presented on topics in AAC at the provincial, national and international level.
AAC AWARENESS 2011:
Kilometres for Communication
Laurel Robinson, ISAAC Member At Large
This year, ISAAC-Canada was proud to partner with Kilometres for Communication. Spear-headed by Kerr Wattie
(PWUAAC), Sky Wattie (brother) and Gail Fisher-Taylor (mother), the goal of this event was to “empower the voices
and lives of people who have limited or no speech, and to make accessibility and inclusion a national priority” (as
quoted from kilometresforcommunication.com). Skye began his cross-country cycle from BC in May, and ended 3
months later, in August, on the east coast. During his journey, Skye met with various media and local newspapers to
educate and raise awareness for the AAC community. We would like to thank everyone who participated in hosting an
event and/or fundraiser in your area. After reading Skye’s blog (www.kilometresforcommunication.wordpress.com), it is
evident that he has developed many wonderful friendships and great memories to treasure for years to come! We
would also like to send out a big thank you and congratulations to Kerr, Skye, Gail and Burns. With everyone’s
dedication, commitment and hard-work, ISAAC-Canada is proud to share that $25,000 has been raised thus far! These
funds will go a long way in meeting the aims of ISAAC-Canada and Kilometres for Communication, in addition to
covering some of the expenses for this massive AAC awareness campaign.
Figuratively Speaking 
December 2011
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In order to show appreciation to all who assisted in making this event the success that it was, please be sure to
read the attached document for information on events that occurred across the country.
Once again, congratulations to Kerr, Skye, Gail and Burns and thank you to everyone!!!
Back to the future with Bliss
Fraser Shein and Vivian Tsang
Just because a language dies says nothing about its usefulness or goodness. Rather, it says something about the
environment and conditions that are not right at some point in time. This may have been the case for Blissymbolics
(leaving aside any spurious arguments as to whether Blissymbolics is a language or not).
At Blissymbolics Communication Institute – Canada (BCIC) we are going back to the original Charles Bliss
documents to glean insights into what may have been if the restrictions and realities of applying it within the
AAC/rehabilitation field in the 70 – 90s were not present. While it may be argued otherwise (and accuse us of blowing a
cold wind from the past), we believe that several factors have contributed to the decline of Bliss independent of its
goodness. These include competing commercial interests, North American attitudes towards symbol usage in urban
spaces, and educational/rehabilitation limitations and misunderstandings. We believe that the environment and
conditions have changed in 2011, particularly as it applies to technology and international social exchange, such that
Blissymbols may find new life in the near future; one that is more inclusive and widespread throughout the world. The
AAC field may be a beneficiary but it is not the driving force.
Let’s start from some of Charles Bliss’ basic concepts. Within a language model consisting of listening,
speaking, reading, and writing, Bliss claimed only that his symbols were an alternative form of reading and writing for a
person’s native language…nothing more. Thus, users from China and France would speak out Blissymbols in their own
native language, but they would read and write using the same symbols. This is the same as individuals across China
who read and write using the same characters while speaking entirely different dialects.
Bliss never intended for users to select from massive displays or pages of thousands of symbols. Rather he
envisaged users learning a small set of basic symbol shapes/components (less than 100 including numbers and
mathematical symbols) and a basic and consistent grammar such that any combined symbol may be generated. The
real significance of this is that every symbol part contributes meaning to the final constructed symbol. Compare this to
pages of picture-based items or words/phrases where the page marker (analogous to a symbol component) is not part
of the final message.
A simple, fast method for creating Blissymbols (rather than selecting from a set of thousands) is necessary for
its widespread adoption. One of Charles Bliss’ earliest documents is a description of a modified standard keyboard such
that one can create any Blissymbol with a typewriter. Costs prevented him from achieving this vision. Later on, he
described a configuration of 60+10 symbols: 60 basic symbol shapes and 10 modifiers. From these 600 symbols can be
immediately constructed and from these thousands more combined symbols. We believe that such a system can readily
be created today through a Blissymbol on-screen keyboard. We envision its initial primary application will be an
international social networking site we are developing called BlizzSpace. People who are current Blissymbol users and
new users will be able to share with others around the world.
With some of the basic ideas above, we also envision Blissymbols as effective means of bootstrapping early
literacy, not just for the population with disabilities, but also for the general population. Literacy typically includes the four
skills, the verbal skills in speaking and listening, and their written counterpart, reading and writing. Unlike any of the
world’s languages, Charles Bliss chose to dissociate the system from any spoken language. This allows one to
dynamically combine symbols to generate new meaning to be expressed. For example,
is the symbol for ‘happy’.
Blissymbols provide a very powerful tool in teaching literacy that has never seen before. With the symbolic
system, students can be taught to not only look at the association between text and the spoken language, but also to
look at the underlying composition in meaning.
Figuratively Speaking 
December 2011
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Figuratively Speaking 
December 2011
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