2 ר‡ל ˘ - י ˜ ון ‡ייז ˙ נ ˘ 2025 English Absracts AAC and Legal Activity - 2024–2025 Netta ben-Zeev This update summarizes key developments over the past year regarding the use of AAC in the legal eld. In the civil domain – the development of an AAC kit for lawyers from the Legal Aid Department was completed. The kit is now available online, for public use, and was distributed in printed form to all the lawyers who have undergone training for its use. The training was held across four districts and included an introduction to AAC, a presentation of the toolkit, and practical exercises. The article presents three case studies in which Legal Aid attorneys used AAC tools. In the criminal domain – speech-language pathologists continue to accompany special investigations using AAC. This year, an additional training course was held, certifying 17 investigators and 6 SLPs from across the country to work together in these adapted investigations. The article provides a detailed description of the course content. Ongoing e orts aim to expand dissemination of this knowledge both in Israel and internationally, with the overarching goal of safeguarding the right to be heard through AAC within the legal system for all individuals who require it. Developing a Digital Library of Accessible Games for Children with Cognitive Disabilities Orit Ben-Shoshan Children with cognitive disabilities face limitations in cognitive functioning and adaptive behavior, a ecting learning, thinking, and problem-solving. Despite educational advances, the right to play remains unrealized due to traditional game inaccessibility. The study's objective was to develop accessible games for children with cognitive disabilities based on clinical expertise integration. Research objectives were: (1) identifying occupational therapist's challenges; (2) developing an accessible digital game library; and (3) evaluating library's e ectiveness in clinical settings. The participants were fteen occupational therapists and 25 children with cognitive disabilities aged 5-12 years. The children were diagnosed with intellectual disability (n=12), autism spectrum disorder (n=8), and Down syndrome (n=5). The research was conducted in three phases: semi-structured interviews examining therapists' challenges; development of a digital library featuring accessible games addressing hygiene, motor skills, writing, and emotions; and a six-week evaluation using feedback questionnaires. Results: Occupational therapists rated the digital library 4.3/5. Games received high ratings for "appropriate positive reinforcement" (4.7), "clear audio feedback" (4.6), and "maintaining engagement" (4.5). Therapists reported signi cant improvements in children's comprehension, engagement, social skills, and spontaneous peer cooperation. the accessible games facilitated the full participation of children with cognitive disabilities across all stages of gameplay, and provided tailored support to their unique needs."
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