8 ר‡ל ˘ - י ˜ ון ‡ייז ˙ נ ˘ 2025 Emotional support was provided in partnership with a psychologist to address the psychosocial aspects of communication loss. This case underscores the critical need for exible, evolving, and holistic interventions, close collaboration with caregivers, and a commitment to respecting patient autonomy. It demonstrates that, even in advanced stages of DMD, e ective and meaningful communication is achievable—helping to preserve quality of life and sustain social participation. Beyond Words: An AAC Group for Women with Aphasia Merav Raveh Malka This article presents a case study of an AAC group for women with aphasia, conducted within the neurological day rehabilitation program at Hadassah Mount Scopus Medical Center. The group’s primary goal was to facilitate the generalization of communication skills acquired in individual therapy into a supportive social context. Sessions emphasized emotional and creative expression through diverse communication channels—including symbol boards, writing, drawing, music, and iPad-based tools—while fostering shared experiences, collaboration, and interpersonal connection. Participation in the group enabled members to communicate meaningfully beyond verbal language, promoting self-worth, empowerment, and belonging. The group’s collective process of coping with the loss of one member further underscored its therapeutic and communal power. This case study illustrates how group-based AAC intervention can expand the boundaries of communication and support the rehabilitation of identity and human connection for individuals with aphasia—demonstrating that communication transcends words. Simply Enjoying a Book – A Shared Journey into the Accessible Stories Chaya Bloch, Orit Partush & Yonit Weiner Books are an inseparable part of children’s growth and development today. They play a critical role in language enrichment, emotional development, and the cultivation of imagination, among many other bene ts. However, questions arise when considering how to ensure equitable access to these bene ts for students with intellectual disabilities and for students on the autism spectrum who require signi cant support. At the recent ISAAC Israel summer Conference, the Wohl Center School, operated by Ohel Sarah, invited participants to embark on a shared journey into the accessible story. Workshop participants were introduced to the school’s accessible library, the principles guiding its development, and the methodologies employed to adapt books for students with diverse needs. The discussion addressed the rationale and decision-making processes involved in selecting and adapting reading materials, including the balance between traditional printed texts and AI-generated books, the integration of visual supports, the incorporation of comprehension-enhancing tools,
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