Service-learning (SL) is a relatively new pedagogical approach to facilitate student learning at the university level.In SL, students enrolled in an academic course provide a needed service to a community partner. Through guided reflection, students link classroom-based, theoretical knowledge with clinical applications. Students' active engagement in learning facilitates thinking critically, questioning assumptions, considering varying perspectives, and appreciating the civic purpose of their profession. This article describes three SL applications, in dysphagia, educational audiology, and augmentative and alternative communication. We explain the rationale for each, along with ways in which to measure the effects of SL on student learning.Although it has been some time since Wendell Johnson first posed his famous three questions, they continue to serve as a valuable guide in thinking critically about an issue. These questions, What do we mean? How do we know? and Is it a difference that makes a difference? are particularly relevant when exploring the contribution of SL to teaching in the discipline of human communication and its disorders. This article focuses on the contribution, and potential contribution, of SL to teaching in three areas: dysphagia, educational audiology, and alternative and augmentative communication. However, we encourage readers to think creatively about how they can apply SL to the many areas within the field of communication sciences and disorders, as well as within other disciplines.

Traditionally, the field of augmentative and alternative communication (AAC) has focused on enhancing the expressive communication of users. However, a number of authors have also described strategies to augment the input provided to AAC users during communication interaction or during instruction in AAC use. The AAC Input Framework (AACIF) described in this paper represents an attempt to clarify the processes of input that occur in AAC by exploring how existing techniques are relevant to AAC users and their partners. Four components-augmenting the message, mapping language and symbols, augmenting retention, and developing a pool of response options-are described. Connections to existing augmented input literature are presented, and clinical examples are provided. KEY WORDS: augmentative and alternative communication (AAC), comprehension 261 Augment Altern Commun Downloaded from informahealthcare.com by University of Manitoba on 08/25/15 For personal use only. Augment Altern Commun Downloaded from informahealthcare.com by University of Manitoba on 08/25/15 For personal use only. Augment Altern Commun Downloaded from informahealthcare.com by University of Manitoba on 08/25/15 For personal use only.266 Wood et al. Augment Altern Commun Downloaded from informahealthcare.com by University of Manitoba on 08/25/15 For personal use only. Input Framework for AAC 267Augment Altern Commun Downloaded from informahealthcare.com by University of Manitoba on 08/25/15For personal use only.

The potential of patient-centred care and a connected eHealth ecosystem can be developed through socially responsible innovative architectures. The purpose of this paper is to define key innovation needs. This is achieved through conceptual development of an architecture for common information spaces with emergent end-user applications by supporting intelligent processing of measurements, data and services at the Internet of Things (IoT) integration level. The scope is conceptual definition, and results include descriptions of social, legal and ethical requirements, an architecture, services and connectivity infrastructures for consumer-oriented healthcare systems linking co-existing healthcare systems and consumer devices. We conclude with recommendations based on an analysis of research challenges related to how to process the data securely and anonymously and how to interconnect participants and services with different standards and interaction protocols, and devices with heterogeneous hardware and software configurations.

Triage is the process of sorting patients by order of treatment necessity in large scale emergencies. Usually, a paper tag is attached to each patient containing their classification and the results of an initial, quick diagnosis. Several projects have aimed to electronically augment the process by using ubiquitous computing components. In this paper we present drawbacks of introducing technology to the process, which have not been discussed elsewhere, based on an extensive set of expert workshops discussing the employment of technology in triage with the aid of technology probes. Our main finding is that the common set of functionalities of electronic triage systems involves unwanted reconfiguration of triage processes. By presenting a set of implications for the design of these mobile technologies, we show how potential negative effects can be mitigated

Although speech-language pathologists (SLPs) are typically responsible for the treatment of communication problems, the development and implementation of augmentative and alternative communication (AAC) interventions requires the expertise and involvement of additional educational team members (e.g., general and special education teachers, physical therapists, parents). Effective collaboration by these team members is necessary to develop and implement appropriate AAC interventions for students with disabilities. However, it is unclear if university preservice training programs for SLPS are providing appropriate knowledge and skill training in the collaborative skills that are critical to the appropriate provision of services to students who require AAC. This article discusses specific collaborative skills required for AAC service delivery and examines available information about the state of the profession with regard to preprofessional preparation in collaboration skills for team members. Data from a pilot survey of the preservice professional training experiences in the area of collaboration for SLPs and special and general educators who teach students who use AAC are presented, as is information from university faculty who currently teach AAC courses. Suggestions are provided regarding further examination of issues related to preservice training for team members who provide AAC services to students in schools.Communication problems of school-age students can impede learning, discourage participation in academic and nonacademic activities, and cause difficulties in establishing and maintaining normal peer relationships and deeper friendships. For students with severe communication difficulties, the appropriate use of augmentative and alternative communication (AAC) systems represents a means by which students can increase meaningful participation in school environments and improve academic and social outcomes. Although speech-language pathologists (SLPs) are typically responsible for the treatment of communication problems, the development of appropriate AAC interventions represents a formidable task that will require the expertise of SLPs and their collaboration with numerous school personnel.The 1999 amendments to the Individuals with Disabilities Education Act (IDEA) included a requirement that efforts designed to facilitate the access of students with disabilities to the general education curriculum be documented (Individuals with Disabilities Education Act Regulations of 1999, § 300.347). This mandate has significantly affected the provision of services to children with severe disabilities and communication disorders in that increasing numbers of students who may require AAC intervention are being served in inclusive classroom settings. Consequently, the need for personnel (e.g., SLPs, general and special educators, physical therapists)