The ATAAC 2019 conference will host poster presentations of SEN experts using AT and AAC in their daily work. The ATAAC conference is an excellent opportunity to present your work and to connect and network with other institutions developing AAC methods. Last year's conference poster presentations resulted in many contacts and cooperation between organisations and institutions.

University Rehabilitation Institute, Republic of Slovenia
Pirc, Ogrin: New AAC Clinical Pathway for Adults in University Rehabilitation Institute, Republic of Slovenia: Case Study

The University Rehabilitation Institute of the Republic of Slovenia is the only institution in Slovenia that tests, selects, and introduces assistive technology to its potential users. This year they started with the implementation of a new AAC clinical pathway for adults, which we will present in this case study. The user of assistive technology is a 43-year-old patient, who was diagnosed with amyotrophic lateral sclerosis in 2015. In recent months, his speech has deteriorated considerably. Therefore, he was accepted for rehabilitation at our institute with the aim of assessing, regulating, training, and implementing assistive technology into his life. AAC clinical pathway is used by all members of the rehabilitation team, with thisposter presenting the speech and language pathology part. From the initial assessment, setting the objectives, creation of the first assistive communication tool, to the introductory period, training, final assessment, and prescription of the most suitable assistive technology, this case study shows successfulrehabilitation and implementation of AAC in all aspects of a person's life and its impact upon the quality of life.

UAB, Autonomous University of Barcelona
Rangel-Rodríguez, Badía, Blanch: Let's Talk About Emotions! An Intervention to Promote Effective and Affective Communication in Natural Settings for Children with Complex Communication Needs

This poster will explore and analyse the communication and change generated after the implementation of a program for parents of children with CCN that seeks to promote opportunities to talk about emotions in a storybook reading situation. Method: mixed methodology, single cases study, nomothetic observational, follow-up,and multidimensional design. Preliminary conclusions: Providing AAC systems and strategies to the environment for talking about emotions in a storybook activity helps children to start talking and learning about emotions, promoting affective and effective communication in natural settings.

CUDV Draga, Ig, Slovenia
Bajde, Škorjanc Marinč: I Can Do More and Better With AT

Over the past decade, numerous studies have demonstrated the efficacy of AT for individuals with LD. AT does not cure or eliminate learning difficulties, but it can help your child reach their potential because it allows them to capitalize on their strengths and to bypass the areas of difficulty. In general, AT compensates for the student's skills deficits or area(s) of disability. Additionally, students with learning disabilities (LD) often experience greater success when they are allowed to use their abilities to work around their disabilities (challenges). We used case studies; how to choose AT tools that are reliable and to select technology that is tailored to a child's individual needs, abilities, and experience. We would like to present our experiences with persons with LD, how we used assistive technologies in the Centre for Children, Teenagers, and Adults with LD – CUDV Draga, Ig, from Slovenia.

We will show how we considered several factors when evaluating AT products for the person:

  • What are their specific needs and challenges? In what academic skills do they struggle?
  • What are their strengths? AT should utilize your child's abilities to help compensate for their disability.
  • What is their interest, skill, and experience in using technology? In what settings and situations will they use the AT tool?

CUDV Draga, Ig, Slovenia
Dolenc, Škrbinc, Bajde, Škorjanc Marinč: Stay Safe and Have Fun on the Internet

The internet has become a major part of modern life and has heralded the start of the Digital Age. It has transformed the way we communicate, complete tasks such as banking and shopping and share knowledge and information.

People with learning disabilities and other vulnerable groups can experience health risks associated with their internet use. Caplan (2003), highlighted the concept of problematic internet use. Batey & Comer (2013) highlighted the need for interventions to support people with learning disabilities to educate on the risks of using the internet.

Authors presented how can help persons with learning disabilities to use information technology and stay safe. The author presented materials which were prepared in European project ACCESS.

The ACCESS project helps people with learning disabilities develop Basic English & IT skills to improve their social skills, confidence and employability. It also helps people protects themselves on the web by teaching about using the internet safely.

The four partners in the ACCESS project from Hungary, Sweden, Slovenia and the United Kingdom tried the ACCESS learning materials in the first and second piloting of.

Covering the three main areas of Basic English, Basic IT skills and Internet safety, all the delivery partners have reported excellent feedback from project participants. Teachers reported that there was something of benefit for everyone in the materials. ACCESS materials include games and cards to promote easier language learning and internet safety. Extra materials include short video clips and additional scenarios covering all kinds of situations which Internet users might encounter.

The 'localized versions' of the ACCESS materials are all slightly different and all are translated. Each project partners is tailored to suit the needs of users.

Center for Autism Rijeka
Barić: Explaining the Rules of the Footbal Game to a Boy with Autism

Imagine that you like football, you love it, imagine that you attend every game of your favourite club, but you don't understand any of the rules (free kick, yellow card, red card, points), you don't understand the difference between the national championship and the Europa league, and much more.You would be confused and discontented.Jan, a 19-year-old boy with autism felt like this.He didn't understand any of the rules until we created a small guide, "I love football", in which everything was explained with the use of visual communication.Today Jan is happy because he can watch and understand the game of football.

Center for Education Rijeka
Jukić: Cooperation of Faculty of Engineering Rijeka and Centre for Education Rijeka

For several years now the Faculty of Engineering and the Centre for Education in Rijeka have worked together on developing educational aids for students with developmental difficulties. At the Assistive Technology course the students are making aids which, in consultation with special teacher, find their application in education of students of Centre for Education. We will present this worthy project to the attendees of the ATAAC 2019 conference.

Mato Lovrak Elementary School
Androić, Boras, Petrić Katulić: Application of Assistive Technology and Augmentative and Alternative Communication with Elementary School Students

All children, including those with multiple disabilities, have the right on adequate education, integration into the community, and expression of their desires, feelings, and opinions. Among students with disabilities there are many children with communication, language, and speech difficulties. Disorders of this sort impair properfunctioning of these students in everyday activities and their ability of active communication with their surroundings, which means that they are unable to express how they feel, what they desire and need. Assistive technology and augmentative and alternative communication can considerably help students with the aforementioned disabilities in the course of their education, making possible or improving the activities which would otherwise be impossible. Thus the assistive technology acts as an aid in the process of learning and assessment, but also improves communication and integration of children with disabilities into the community. The aim of this posterpresentation is to demonstrate our work with children in special education classes within a regular elementary school. Illustrations and examples will present the application of Tobii communicators, PODD communication books, and diverse assistive technology aids in teaching, learning, and the assessment process for Croatian, maths, and science.

CeDePe – Association of Persons with Cerebral Palsy and Polio, Zagreb
Godo, Veldić Šarić: Practical Application of Assistive Technology in CeDePe (Association of Persons with Cerebral Palsy and Polio) Zagreb

In June 2018, a new branch of CeDePe Zagreb was opened in Novi Jelkovec. That ledto the expansion of social services. In the newly opened branch, with its 470 m2, they provide services of half-day daycare and daycare, psychosocial support, and a summer school program, with around 80 users.The space is accessible, newly furnished, and equipped with modern assistive devices.Assistive technology is used in daily work with users (adults with cerebral palsy and multiple disabilities), it enables them to participate in a wide range of activities and greatly enhances the quality of their lives.

Centre for Education Rijeka
Assistive Technology is a Right, not a Gift! Practical Use of Assistive Technology in the Centre for Education Rijeka

Every child can learn to communicate. A child with complex communication needs requires different approach and support. Centre for education Rijeka is focused on encouraging and developing the communication skills of their students. Assistive technology is used daily for the adoption of new educational content, strengthening ofthe communication skills, language acquisition, strengthening of auditive and visual perception, development of play and social skills. The necessary materials can be tailored to the individual needs of each student. The student can join in the preparation of the activity itself. Learning through play keeps the students' focus and interest on the activities. The function of the aids can be changed on daily basis, depending on the needs. The equipment is easily portable, allowing to move away from the so-called "cabinet" model of work and to practice communication needs in a natural environment.AT and AAC strengthens communication skills, develops language, and strengthens self-confidence. Thus the student is given the opportunity to build a positive self-image and to be an equal partner in the communication process.

Daily Centre for Rehabilitation "Mali dom - Zagreb"
Celizić, Sedlar, Slavinić: Integration of Adaptive Technology in Education and Rehabilitation Activities with Children and Youth with Multiple Disabilities

This poster will present the use of various assistive technology resources with children and youth with multiple disabilities attending the Day Centre for Rehabilitation „Mali dom - Zagreb“. We will present different assistive technology resources and their application in everyday group and individual activities and show their adjustment depending on the needs of users, on their visual, motor, and cognitiveneeds. The use of technology within our program requires integrated approach in working with our users, taking into consideration different perspectives when setting the goals,emphasizing children's active role and the environmental factors in the process, as well as the team approach in the implementation of goals. That will be illustrated with many examples of implementation into everyday education and rehabilitation services.

Latica Zadar Kindergarten
Rudić, Rušnjak Kurtin, Kovačević: What are We Doing in the Kindergarten? Planting the Seeds of Friendship!

The use of AT and AAC in the institutions of early and preschool education creates conditions for better understanding of children’s needs, for interaction, more successful communication, and more equal participation of children with disabilities in all kindergarten activities.The possibility of choosing the adequate AT tool, according to the needs and interests of a child with disabilities, will provide them with the possibility to participate in the basic and the only appropriate activity for all children, in PLAY! In their natural surroundings, while playing, every child develops their skills and acquires new knowledge, which helps them feel good.Involving children into play with the help of AT and AAC from the earliest age stimulates their potentials for learning and developing new skills.AT and AAC are motivating support for children with disabilities, parents, and experts, they open the path of creating equal possibilities for everyone, with the ultimate goal of achieving inclusion.

Pećine Elementary School
Šupe, Giaconi, Milković: Assistive Technology in Use: Collaboration with Students of the Faculty of Engineering Rijeka

First Children's Library for the Visually Impaired Children and the Department for Visually Impaired Children of Pećine Elementary School have been collaborating for several years with students of the Faculty of Engineering in Rijeka.As a part of the faculty’s Assistive Technology course, students are developing assistive devices used by the Department in rehabilitation of visually impaired children. Most of the assistive devices produced so far are used for visual stimulation in the sensory room. The devices are activated in many different ways – by blowing, clapping, patting, touching, etc. This poster presents some of the uses of the assistive devices that were developed so far.

Zagreb Home Care Service, City of Zagreb Healthcare Office
Radić, Vasilj, Šentija Knežević, Tufeković, Lulić, Miškulin: Using BoardMaker to Facilitate Social Participation of Elderly Persons with Communication Challenges who are Part of the CrossCare Interreg Project

Fulfilling the communication needs for elderly persons is crucial for independent living in the community (Kemper, Lacal, 2004). When dealing with expressive communication difficulties caused by conditions such as stroke or dementia, assisted communication, especially with pictures or visual cueing, can provide an effective way of communication, but also of understanding by elderly persons (Russo et al., 2017; World Health Organization and Alzheimer's Disease International, 2012; Fried-Oken et al., 2012; Bourgeois, Hickey, 2007; Egan et al., 2010). In this poster presentation we will show two forms of using AAC as strategies provided by occupational therapists in CrossCare community-based occupational therapy project within the Interreg program.