Identity-Focused Practice in Augmentative and Alternative Communication Services: A Framework to Support the Intersecting Identities of Individuals With Severe Disabilities.

Purpose: The purpose of this clinical focus article is to consider a framework of identity in provision of services to individuals with severe disabilities who use augmentative and alternative communication (AAC).

Method: Components of the framework for identity include personal, social, and cultural areas. These aspects are identified in extant literature on AAC services and discussed through the lens of the Communication Bill of Rights (National Joint Committee for the Communication Needs of Persons with Severe Disabilities in 1992).

Tell or Retell? The Role of Task and Language in Spanish-English Narrative Microstructure Performance.

Purpose: This study examined performance of dual language learners (DLLs) on Spanish- and English-language narrative story retells and unique tells. Transcription and analysis focused on comparisons of common microstructural language sample measures in Spanish and English across tasks. Each language sample measure was evaluated for its possible convergence with norm-referenced standardized assessments for DLL children.

A human right to literacy education: Implications for serving Syrian refugee children.

Forty percent of Syrian refugees are younger than 12, and many have not attended school for up to five years, disadvantaging them academically, emotionally, and psychosocially. Article 19 of the Universal Declaration of Human Rights dictates "the right to freedom of opinion and expression…and to seek, receive and impart information and ideas…)". Resettled refugee children face the challenge of integration into majority-English school systems with limited ability to express themselves or linguistic means to access education.