4 ר‡ל ˘ - י ˜ ון ‡ייז ˙ נ ˘ 2023 The star�ng point of the current ar�cle is that inves�ga�ng the therapists' posi�ons regarding the process of organizing the boards can shed light on the various challenges they are facing, and as a result contribute to the success of the interven�on. For this inves�ga�on, a qualita�ve research paradigm was chosen that included semi-structured interviews with 15 therapists who work with children with communica�on difficul�es between the ages of 3-6 and who have over two years of experience in the field. The analysis of the interviews brought up a number of difficul�es encountered by the therapists in the process of organizing communica�on boards. The results of the study point to the considera�ons that serve the therapists, especially in the domain of Speech-and-Language Therapy, in sub-phases before organizing the board and during their work with children with communica�on, speech and language difficul�es. Our findings indicate considerable difficul�es in the process of building the communica�on boards, and a sense of lack of �me and knowledge resources that are required for organizing the boards. In addi�on, the therapists highlighted the significant lack of assessment tools that are required even before they begin the process of building the communica�on boards as well as during the interven�on. The research findings reflect the significance and importance of expanding knowledge on the topic of organizing AAC boards and especially the applica�on of assessment tools to increase the efficiency of the organiza�on and design of the boards. The Right to be Heard – between acceptance by law, AAC and FC Einav Israel, Jehudit Leiba & Ne�a Ben Zeev The ar�cle lays out the legal infrastructure and mechanism set by the Inves�ga�on and Tes�mony Procedures Law (Adjustment for People with Intellectual or Mental Disabili�es) – 2005, for adap�ng Inves�ga�on and tes�mony procedures to these people, focusing on the Inves�ga�on of people with special communica�on needs. The ar�cle describes the adjustments prescribed by law, as well as regula�ons and guidelines for conduc�ng such an inves�ga�on, including an inves�ga�on by a special inves�gator accompanied by an SLP using AAC. The ar�cle describes some cases with significant gaps between the "communica�on abili�es" of the persons inves�gated who placed their complaints by FC (Facilitated communica�on) and their communica�on abili�es as were achieved when inves�gated by a special inves�gator with an SLP using authorized AAC. We state our posi�on: an Inves�ga�on through FC is inadmissible because it does not meet the basic rule of criminal law, which is presen�ng the person's authen�c independent version before the court, without fear of another person's involvement in the content of the statements given by the person that is inves�gated. Moreover, our posi�on opposing the use of FC is supported by several studies quoted in the ar�cle. Finally, the ar�cle proposes an admissible adapta�on for the Inves�ga�on of a person who uses FC using the exis�ng admissible materials. Namely: an inves�ga�on by a special inves�gator accompanied by an SLP who will make sure the inves�ga�on is conducted with an appropriate and acceptable AAC system through which the inves�gated person’s independent and authen�c version will be obtained in order to be admissible in the legal process. The Changing Role of the Assis�ve Technology Professional* The transi�on from the expert model to the technological service model Hadar Zeltzer Fallah In the last two decades, technology has become a significant part of all people's lives, especially disabled people. Assis�ve technology builds a bridge between ability and disability, resolving accessibility issues. Achieving successful technology access for an individual with special needs is a team effort. If in the past every challenge required assessment, today we find that technological solu�ons can also be found outside of the expert model. An effec�ve approach that focuses on providing solu�ons & clinical services is provided by sharing informa�on and knowledge.
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