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  • The contribution presents the basic informtion on who the information on AAC is appropériate and why. It further focuses mainly on pupils with special educational needs. It clarifies the rudimentary differences between PCS, Bliss symbols and Widgit Rebus system. Yet, the most detailed information is on Widgit Rebus system and its potential to be used in EFL classes.
  • The contribution presents the basic informtion on who the information on AAC is appropériate and why. It further focuses mainly on pupils with special educational needs. It clarifies the rudimentary differences between PCS, Bliss symbols and Widgit Rebus system. Yet, the most detailed information is on Widgit Rebus system and its potential to be used in EFL classes. (en)
  • Článek poskytuje základní informaci o využití augmentativní a alternativní komunikace v hodinách, a proč je dobré ji zařazovat. V další části poskytuje konkrétní praktické návody, s čím a jak pracovat, aby se tyto prvky možné výuky pozitivně promítly v hodinách angličtiny jako jazyka cizího. (cs)
Title
  • Features of Augmentative and Alternative Communication (AAC) in EFL Classes
  • Prvky augmentativní a alternativní komunikace (AAC) v hodinách výuky angličtiny jako cizího jazyka (cs)
  • Features of Augmentative and Alternative Communication (AAC) in EFL Classes (en)
skos:prefLabel
  • Features of Augmentative and Alternative Communication (AAC) in EFL Classes
  • Prvky augmentativní a alternativní komunikace (AAC) v hodinách výuky angličtiny jako cizího jazyka (cs)
  • Features of Augmentative and Alternative Communication (AAC) in EFL Classes (en)
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