7 ר‡ל ˘ - י ˜ ון ‡ייז ˙ נ ˘ 2025 The program is implemented using AAC as a core teaching strategy, which supports internal organization, self-monitoring, and re ective emotional communication. Preliminary outcomes show that consistent use of AAC signi cantly enhances emotional regulation, self-monitoring skills, and re ective communication. Selling student-created products in the community provides a structured, mediated social interaction, functioning as a rehearsal for adult life. Findings highlight that spiral learning combined with early, ongoing exposure to life-preparation activities, together with AAC-based instruction, fosters enjoyment, personal ful llment, and self-e cacy while equipping students with critical skills for meaningful participation in future work and leisure environments. The signi cance of a customized AAC board for a speci c context Gal Yosef Davda & Tal Lebel AAC boards are designed to help individuals realize their communicative potential. While generic boards, with their robust vocabulary and exible structure, are widely used and e ective across varied users and contexts, they may not always meet speci c needs. In such cases, a customized AAC board can o er a more meaningful solution, particularly for part-time users, for unique communicative demands, or as a motivational tool. Drawing on guiding principles outlined by Williams et al. (2008) and Reichle et al. (2016), this article highlights the importance of tailoring AAC to the individual, the environment, and the activity. An illustrative case demonstrates the collaborative development of a personalized AAC board for crossword puzzle solving, with a user facing progressive language decline. This example underscores how customized boards can foster motivation, support participation, and address unique communicative contexts. While generic boards remain essential, integrating them with personalized solutions broadens the possibilities or e ective, user-centered communication. A Holistic Approach to Communication Support in Duchenne Muscular Dystrophy: A Case Study Sarit Zivan This case report outlines the holistic therapeutic journey of Shai, a 45-year-old man with Duchenne Muscular Dystrophy (DMD). Shai presented with progressive dysphagia, reduced speech intelligibility, and increasing communication challenges, alongside dependence on full-time ventilation. Initial management involved a comprehensive swallowing assessment, transition to gastrostomy feeding, and support to maintain multimodal communication. Over time, Shai experienced further decline in speech clarity, macroglossia, excessive salivation, and visual limitations, which compromised his ability to use high-tech augmentative and alternative communication (AAC) solutions such as eye-gaze systems. To address these barriers, a multi-modal AAC approach was developed, integrating residual speech and vocalizations, reliable yes/no responses, a customized low-tech communication binder with auditory scanning, and focused training for family members and caregivers.
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