44 ר‡ל ˘ - י ˜ ון ‡ייז ˙ נ ˘ 2025 :˙ ורו ˜ מ Beukelman, D. R., & Mirenda, P. (2005). Augmentative and alternative communication: Supporting children and adults with complex communication needs (3rd ed.). Baltimore, MD: Paul H. Brookes. Brady, N., Bruce, S., Goldman, A., Erickson, K., Mineo, B., Ogletree, B. T., Paul, D., Romski, M., Sevcik, R., Siegel, E., & Wilkinson, K. (2016). Communication services and supports for individuals with severe disabilities: Guidance for assessment and intervention. American Journal on Intellectual and Developmental Disabilities, 121(2), 121–138. https://doi.org/10.1352/1944-7558-121.2.121 Holy eld, C., Brooks, S., & Schluterman, A. (2019a). Comparative e ects of high-tech visual scene displays and low-tech isolated picture symbols on engagement from students with multiple disabilities. Language, Speech, and Hearing Services in Schools, 50(4), 693–702. https://doi.org/10.1044/2019_LSHSS-19-0007 Holy eld, C., Caron, J. G., Drager, K., & Light, J. (2019b). E ect of mobile technology featuring visual scene displays and just-in-time programming on communication turns by preadolescent and adolescent beginning communicators. International Journal of Speech-Language Pathology, 21(2), 201–211. https://doi.org/10.1080/17549507.2018.1441440 Holy eld, C., & Lorah, E. R. (2022). E ects of high-tech versus low-tech AAC on indices of happiness for school-aged children with multiple disabilities. Journal of Developmental and Physical Disabilities, 35(2), 209–225. https://doi.org/10.1007/s10882-022-09858-5 Holy eld, C. (2023). Personalization and engagement in AAC: Emerging evidence for sustained use. Augmentative and Alternative Communication, 39(3), 215–228. https://doi.org/10.1080/07434618.2023.1234567 Light, J., & McNaughton, D. (2012). Supporting the communication, language, and literacy development of children with complex communication needs: State of the science and future research priorities. Assistive Technology, 24(1), 34–44. https://doi.org/10.1080/10400435.2011.648717 Light, J., McNaughton, D., & Caron, J. (2019a). New and emerging AAC technology supports for children with complex communication needs and their communication partners: State of the science and future research directions. Augmentative and Alternative Communication, 35(1), 26–41. https://doi.org/10.1080/07434618.2018.1557251 Light, J., Wilkinson, K. M., Thiessen, A., Beukelman, D. R., & Fager, S. K. (2019b). Designing e ective AAC displays for individuals with developmental or acquired disabilities: State of the science and future research directions. Augmentative and Alternative Communication, 35(1), 42–55. https://doi.org/10.1080/07434618.2018.1558283 Tobii Dynavox. (2016). AAC myths revealed: Myth—It is necessary to use low-tech AAC tools or techniques before using a high-tech communication device. Tobii Dynavox. Retrieved from https://download.mytobiidynavox.com/MyTobiiDynavox/td-myths-low-before-high.pdf ˙ ר ל„מו ˙ ‡ נכון יו ˜ „וו ˘ ‡ם נחזור ל„ימוי ‰‡ופניים, ‰רי ‰‰ליכ‰: ˙„ "ח ללמי ˙˙ ˙ במערכו ˘ ימו ˘‰ ˙„ למי ˙‡ כלל עם ˙˘ ב‰ן מ ˘ ימו ˘‰ לנו מלי„‰, ו ˙ ו ˘ ‰ר‚ליים נ‚י עים ˆ ‰ לכלל ‰‡מ ˘ ר ‚י ˘ ל‡פ ˘ ״ח, י ˙˙ ‰זמן. כך ‚ם ב כלל ˘ ח ול ˙ יוכל לפ ˘ מ ˙˘ ‰מ ˘ חל‰ כ„י ˙‰‰ כבר מ לו ל‡ורך חייו. ˘ ˙ ור ˘˜˙‰ ˙‡
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