3 ר‡ל ˘ - י ˜ ון ‡ייז ˙ נ ˘ 2025 Intervention Goals Across the Five Language Domains for Students Who Use AAC Gat savaldi- harrusi This article describes how principles of language arts education can be applied to speech-language pathology intervention across the ve language domains—semantics, pragmatics, syntax, morphology, and phonology—for students who use or require AAC in school settings. Although Israel’s Special Education Law (1988) ensures access to the regular curriculum for all students with disabilities, research shows that most SLPs working with students who use AAC mainly target semantics and pragmatics, while few SLPs target morphology and phonology. Findings from a survey of 167 Israeli SLPs (Savaldi-Harussi, 2025) highlight these gaps, despite the central role of morphological and phonological skills in literacy and language growth. The article emphasizes the need for evidence-based, Hebrew-adapted intervention models that address assessment and intervention across the ve language domains for students who use AAC through collaborative, interdisciplinary teamwork among educators, SLPs, teachers, and families. Such collaboration is essential to ensure comprehensive, equitable language and literacy instruction for students who use or need AAC. “Early Scenes”: Context-Based Communication Boards for Infants with Complex Communication Needs Raz Tenenbaum, Eve Menachem & Rachel Blum Early childhood is a critical period for the development of language and communication skills. For infants with complex communication needs, who may struggle to participate in interactions, the use of AAC can support meaningful engagement and language development. This paper introduces “Early Scenes” boards—a set of hybrids, context-based communication boards designed for toddlers, developed by a multidisciplinary team at Beit Issie Shapiro’s Early Intervention Center. The boards combine photographs of infants in everyday situations with SymbolStix symbols, providing visual and contextual support for interaction. Grounded in clinical and research evidence, these boards foster symbolic communication, link language with play, and expand opportunities for participation.
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