I’m writing this whilst many of our Muslim colleagues and friends are celebrating Eid and have gone on holiday or have chosen to celebrate at home. Meanwhile hear in the UK we have had some interesting times with a referendum and making choices about staying or leaving the European market. The idea of choosing how to celebrate, how to vote and how to communicate feelings is not always easy for those who use AAC with symbols and is something we have been trying to help by offering a wide range of options with our symbols. We keep saying these symbols are to be used in conjunction with other symbol systems so that learnt small words such as prepositions, conjunctions remain as they always have.
Much of the discussions we’ve been having as a team in recent months has been about the decisions we need to make when prioritising the types of symbols we develop in the last few months of our project. We do not want it to stop in November and need to find a way of maintaining what we have already developed whilst creating a framework for new symbols to continuously appear.
For the ICCHP conference next week we have developed a poster that shows how we have been building a vocabulary list as well as all the symbols. We hope the criteria we have been using can be taken on by anybody who wishes to help us in the future. You’ll see that the most important things we have been thinking about when it comes to the localisation of symbols includes:
Being aware that individuals portrayed in symbols should be suitably dressed, having options for male and female.
Colour matters just as facial hair and hairstyles impact on the look and feel of symbols
Care with social nuances between people and the amount of bare skin on display.
Symbols need to have the appropriate orientation to match culture, religion and how they are seen in text – think reading/writing right to left or left to right.
An awareness of use of different parts of speech in multilingual situations such as dual plurals, gender and use of nouns, verbs, pronouns, adverbs and adjectives etc. plus accents or diacritics for text to speech output.
Thinking about the environment – local currency, places and not too much greenery if it’s inappropriate.
Considerations relating to culture and religion especially the provision of special holidays, prayers, customs, local landmarks and food.
All these ideas have been condensed into the poster you see below.
At ISAAC you’ll also see a video that has been made with Mohammed talking about the way he appreciated using the Tawasol symbols and members of the team will be presenting. We will make sure the slides are available and the video goes on to YouTube after August 13th, when the conference is over.
Have a very happy holiday and hopefully we will have a chance to meet some of you at the conferences.
As a way of celebrating the Global Accessibility Awareness Day (GAAD) we are putting up some early examples of the sort of resources we want to share with you in the coming months. Global Accessibility Awareness Day is one to celebrate as many people around the world raise awareness about the difficulties some people have being able to use digital technologies if we do not take care to make them easy to use. Companies and organisations as well as individuals have been tweeting about the day as well as providing links to workshops, webinars and other resources all for free.
The Tawasol symbol resources are also free to share under a Creative Commons licence and you can download them from the Tawasol symbol website. You will need to log in if you have not visited our website in the past but that is just so that we can see whether the resources we are developing are being downloaded – no personal data is collected unless you want to get in touch with us.
You may see some ARASAAC symbols included in our resources, as we do not intend to make a completely new set of symbols, but to complement others already in existence.
Please do suggest some AAC symbol resources you would like to see and hopefully we can help you by making them both in English and in Arabic.
We have added our initial vocabulary list so that you can see both languages and the parts of speech that we have used as the lexical concepts.
If you are not happy with any of the words used as labels when you go to download our symbols, any label can be changed or additional labels added to suit Your needs by using the Symbol Creator app. Other changes can also be made to the symbols and the new symbol with its label can be downloaded in several different formats.
Communication Matters held a very interesting day on ‘AAC, Literacy and Complex Needs’ with Jane Farrall and Sally Clendon leading the day. There were detailed handouts to keep us on track and similar slides have been put on slideshare when the two speech therapists presented on the subject at the ICCHP conference in 2014
Here are some notes that I made that are relevant to a bilingual Arabic / English situation as many of the specifics during the day were related just to the English language.
Looking at Literacy in the round
Giving AAC users a reason to learn to read and write by always:
Reading to and with children constantly providing examples of text structures
Sharing reading experiences that are relevant to their daily life and can be part of an ongoing dialogue
Making sure the reading exercise has a function, needs thinking about beyond the pictures/symbols
introducing ways of using text as part of daily life, such as sharing ‘to do’ lists, shopping lists etc so AAC users experience the concept of text in action not just as a passive exercise.
Introducing small flip charts or core boards that have symbols that can be used to indicate understanding of a page of text when it has been read so that there is engagement. Their use can be reduced as text is understood and letters then words are used on the small flip charts.
Repetition and time is key. The charts can help with the increase of vocabulary and become part of daily communication charts.
Technology including the use of iPads, Clicker, Boardmaker and eventually CoWriter were discussed. Interactive ebooks and large picture books. Big Macks and Step by Step can provide repeated lines with speech and recorded comments for the AAC user. Jane Farrell has collected many English resources. The Tawasol team will be making some examples in Arabic.
Several terms used throughout the day will be recognised by speech and language therapists such as
Modelling where those communicating with an AAC user constantly use a symbol / text system such as PODD and ADL plus choice charts to interact in the conversation.
Pragmatic Organisation Dynamic Displays (PODD) are communication books/devices that have organised sets of symbols/words to encourage modelling and communication in every situation. The charts/boards are made up of symbols representing both core and fringe vocabularies to suit individual users and tend to have a full range of vocabulary to encourage exploration in new communication situations. To gain increased repetition of vocabulary
Aided Language Displays (ADL) are used with frequently needed symbols/words and choice or topic charts are used with specific tasks such as reading a book with some core vocabulary but also words specific to the story. Jane Farrall stresses that these small vocabulary boards should only be used in conjunction with the wider vocabulary – core /PODD symbol sets to encourage increased communication
“Instead of making a morning circle page, we should teach the students to go to chat or social vocabulary to say hello and then onto people to use someone’s name. We should teach them to go to the weather section of their system to tell us about the weather and then onto descriptions to make a comment about it. And we should demonstrate using these skills whenever we greet people or comment about the weather throughout the day – and not just in morning circle and definitely not just at school. This is how we get overall communication development, including language and vocabulary development.” (Jane Farrall, Oct 2015)
Crowd in the Car poster by Corinne Watson available for download
Integrating the AAC user’s communication system within the reading situation so that, for instance a topic can be related to the reading or particular activities are relevant to the words being learnt. For example take a chart showing fruit – when fruit is mentioned discuss their favourite type – modelling and chatting about it with the expectation of an interactive experience.
The day continued with the introduction of letters, phonological awareness to phoneme-focused interventions, words and so on and finally into writing. There were examples of comparing letter sounds and blending, onset and rime etc.
The use of Word Walls with high frequency words and key word patterns. Those words often used in the environment and finally words that are often mispelt when moving into writing. Design portable word walls over three sheets of A4 and laminated. You can use Velcro with individual letters, words or sounds or symbols. Simple A4 Portable word wall template download
Binger, C. & Light, J. (2007) The effect of aided AAC modeling on the expression of multi-symbol messages by preschoolers who use AAC. Augmentative and Alternative Communication, 23, (1) 30 – 43.
Bruno, J. & Trembath, D. (2006) Use of aided language stimulation to improve syntactic performance during a weeklong intervention program. Augmentative and Alternative Communication, 22(4).
Cafiero, J. (2001) The Effect of an Augmentative Communication Intervention on the Communication, Behavior, and Academic Program of an Adolescent with Autism. Focus on Autism and Other Developmental Disabilities, Vol. 16, No. 3, 179-189.
Drager, K, Postal, V, Carrolus, L, Gagliano, C & Glynn, J. (2006) The Effect of Aided Language Modeling on Symbol Comprehension and Production in 2 Preschoolers With Autism. American Journal of Speech-Language Pathology, 15; 112-125.
Harris, M. & Reichle, J. (2004) The Impact of Aided Language Stimulation on Symbol Comprehension and Production in Children With Moderate Cognitive Disabilities. American Journal of Speech-Language Pathology Vol.13 155-167.
Porter, G. (2007) Pragmatic Organisation Dynamic Display (PODD) communication books: Direct access templates. Melbourne: Cerebral Palsy Education Centre.
Porter, G. (2008) Pragmatic Organization Dynamic Display (PODD) communication books: Direct access templates. US Letter paper version. Melbourne: Cerebral Palsy Education Centre.
Porter, G. (2009) Advanced PODD Workshop. Melbourne: Cerebral Palsy Education Centre.
Roman-Lantzy, C. (2007) Cortical Visual Impairment: An Approach to Assessment and Intervention. New York: AFB Press. American Foundation for the Blind.
AAC symbols need to be bespoke, personalised and relevant to the time of communication as well as the setting and task being undertaken. However, this is not always possible in the time available with on the spot conversations. Where there is time to adapt symbols the process often has to be carried out in special programs. To over come the need to search out these special programs or apps Tom Lam has developed a very simple online application that allows those looking for symbols on our web site or from any other site to add elements to the original symbol. Changing the usage of a symbol to fit the needs of a particular language (Lundalv et al, 2006) is also important and may require arrows going in different ways such as from left to right to denote past in Arabic but future in English.
Symbol Creator with a symbol for sitting used to make the phrase ‘They are sitting’
We provided examples of how this could be done in a previous blog and now you can experiment and develop your own symbols using the ‘Symbol Creator’ on the Tawasol symbols website. It is possible to add borders, background colours, text labels, arrows , plus or minus symbols that can provide plurals or signs for more or less. Other symbols can be added on top of the first symbol in miniature to offer gender differences etc but as this is on the web it is not possible to change the order that you add things so the first item will go to the back and so on. But you can delete any of the symbols when you highlight them and re-upload to get the order right! We are looking into how we can make this process easier.
Resizing is possible but the canvas has been set to 500×500 pixels to fit with the original size of all the Tawasol symbols. However, you can save the results in several formats and carry out any other adaptations in other graphical packages. Because the Symbol Creator is online it is important to save the final version as a download as soon as possible! This process will wipe what has been done but you can always upload the image again.
Please do try the Symbol Creator and if you could fill in the quick survey to give us some guidance for making future improvements that would be wonderful.
Although the tool will not offer all that can be achieved with a sophisticated commercial program, it will provide an instant method of adapting symbols. There are other online options such as those offered by ARASAAC for symbol creation and phrase making.
Lundälv M, Mühlenbock K, Farre B, Brännström A. SYMBERED – a Symbol-Concept Editing Tool. LREC – Language Resources and Evaluation Conference, Genua, 2006, 1476- 81.
Leen Sevens, Vincent Vandeghinste, Ineke Schuurman and Frank Van Eynde (2015). Natural Language Generation from Pictographs. In: Proceedings of 15th European Workshop on Natural Language Generation (ENLG 2015). Brighton, UK. [Paper] – See more at: http://picto.ccl.kuleuven.be/publications.html#sthash.lGejRT6q.dpuf
As part of our project, it is essential that AAC users and persons with communication difficulties evaluate our symbols. This will ensure that the very people that will be using them can provide us with feedback and we can tailor the symbols to their needs. The team contacted the Speech Therapy team at AWSAJ Academy for students with special needs to see if we could do a voting session with some of their students. Dr. Biji Philips arranged for 11 students to vote individually, with 15 minute time slots to complete the task. 2 students; a Tobii user with Cerebral Palsy and another with severe Autism required 30-45 minutes.
The students were given 20 of our symbols to vote on and a thumbs up and thumbs down symbol to communicate their like/dislike for the symbol. Some students preferred to use okay as an option as well. Based on the student’s capacity judged online, Nadine and I asked why they liked/disliked the symbols. Some of the older students were superb and gave us detailed feedback relating to the need for more detailed facial expressions, or adding context to the symbol rather than just characters. Others did not want to let us down and said they liked the majority of the symbols. Here are the results of the voting sessions:
Hello (Assalumu alaikum)
– Not clear, waving or speaking
– Saying hi and smiling
– He tells how are you
– Nice because he’s wearing Thobe
– Nice clothes
Rice & Chicken
– Only chicken
– Doesn’t look like our food
– Not nice hair
– Put them in uniform
– Very nice
– Nice because he’s dancing properly
– Nice design
– Looks angry
– I don’t see plate or water; I like that he’s opening his mouth and has spoon
– Eat with hands
– Don’t wear Thobe when you eat
– Holding pen
– Appropriate for Qatar
– Like because it has 2nd and 3rd
– Thobe are same
– It’s nice how they hold each other
– All the shoes black color
– Shoes different
– They shouldn’t hold their hands, it’s a shame
– White + door white/gray; It’s big
– White + smaller
– Two thumbs up
– Like our house
– Qatari houses are different
– Change clothes color
– The girl is hugging her mother
– Mom cuz wearing Abaya
– Needs arrow on top of head
– Picture matches meaning
– Full body
– Not clear
– Add rainbow color + lighten colors to look more happy
– Child holding hand + smiling
– Put Abaya
– Should be in Abaya. I know non-Muslims don’t wear it. Should wear Abaya wherever you go
– Black Abaya
– I like he’s praying
– Like him praying
– Put him in the house. You don’t pray in the middle of the road
– Kids are playing and smiling
– The colors are nice
– Nice colors
– Add text
– She’s saying please and child should be angry
– Open hands
– Tilt head
– Telling secrets
– Not clear, I can’t see the two hands
– Add a lot of people
– It has Thobe and Abaya
– Looks like the old days
– Didn’t know
– Change the buildings
– Needs more colors + full mosque
– Not clear
– Put someone praying + purple sky
– There’s a bird
– Didn’t know
– It’s a mosque, not clear, maybe add colors.
– I prefer the other praying symbol
– Add colors
– Hand gesture is more I love you ; handshake
– Hold and shake hands
– I do this for thank you
– No hand on chest
– He’s saying the national anthem
– I don’t use this gesture for thank you
– Hands greeting
– More sky + men with yellow clothes
– Need stairs or bus
– Dad looks like brother
– Add airport
– They should look at each other
– Context. Add playground
– Clothes are so different and shoes are different
– Didn’t know
– Not clear
– Show side profile + say bye to someone else
– Sad face for saying bye
Overall it was a great voting session with some valuable feedback obtained. Speech therapists reinforced the need for such a project, giving the example of one student who “could not look at” a picture card used for inferencing emotions due to the image of the boys not covering their arms (picture to the left). Teachers also report that students felt empowered by giving their feedback as they have always been accustomed to receiving help but on this occasion they felt they were able to help others.
YouTube Video Published on Jul 24, 2015 (1hour 25mins lecture)
Janice Light ( Penn State University) describe strategies for maximizing the literacy skills of individuals who require AAC. This webcast was produced as part of the work of the AAC-RERC under grant #H133E080011 from the National Institute on Disability and Rehabilitation Research (NIDRR)in the U.S. Department of Education’s Office of Special Education and Rehabilitative Services (OSERS)
In recent years there has been increased interest in teaching literacy skills to those who use AAC and one particular research project on Literacy Instruction led by Janice Light and David McNaughton at Penn State University in the USA has resulted in a very useful resource. Not everyone agrees about how this task should be achieved and there remains the dilemma around the amount and type of symbols that should be used to support the learning of words with letter combinations especially where phonics is involved and bilingualism.
For multiple reasons, pairing picture symbols with words may limit access to learning to read. Pictures actually may increase confusion, especially when they represent abstract concepts, have multiple meanings, or serve more than one grammatical function (Hatch, 2009). This is particularly true when words do not have obvious picture referents, as is the case with verbs such as do and is. Because they do not have picture referents, they must be represented by abstract, arbitrary symbols […]. While the orthographic (print) representation of these words is also abstract, printed words appear much more frequently and are understood more broadly than are abstract picture symbols. As a result, students learning to read the words rather than recognize the abstract picture symbols have more opportunities to encounter the words and interact with others who understand them.
We have already discussed the issues about learning the sounds that make up the various parts of words along in a previous blog and the Tawasol website offers text to speech to support the syllables and diacritics that aid the learning of phonemes. But there is a problem when learning individual letters as they change their sound when said in isolation. The text to speech does not always make a good job of the sounds required so it may be that we will need to use recordings for this element.
in the meantime there is also the issue of how much symbol support is provided when learning groups of words or small linking words such as conjunctions, prepositions etc. Some speakers such as Marion Stanton illustrate the problem very vividly in a talk about “Supporting students who use AAC to access the curriculum”. when working with an older student and others such as Professor Janice Murray have also shown in their slides about Language, Literacy and AAC the problems when words may not have any representative symbols or have very different meanings in certain situations and how a simple word symbol matching system will not work.
The symbol dictionary team have been debating how to make supportive information and booklets available using the Tawasol symbols knowing that this is an important subject and one needs to start when on the journey to reading and writing as soon as possible as suggested by Carole Zangari in her ‘Lessons for Beginning AAC users‘ .
The issues that have been discussed have begun with such simple concerns as
Should text be above or below the symbols? See Cricksoft’s practical point and looking at all the handouts it seems to depend on personal choice?
Should the accurately written sentence appear below or above the symbols or each symbol match a word?
Should some words remain as words or always be translated into representative symbols even if the result is not always an easy one to interpret?
With grateful thanks to ARASAAC for all their support in this project
Some of the abstract linking words or conjunctions and prepositions simply do not work in a bilingual dictionary situation. This may be due to the position and direction of an arrow due to the right to left and left to right directions of the text or it may be the fact that a simple mathematical symbol may be easier to understand when compared to an unknown image. There is also the thought that it might be easier to learn a word such as ‘of’ instead of showing it as and ‘from’ and research has shown that there may be times when not working with the actual words slows literacy skill progress.
It is felt that when developing AAC materials they will nearly always need to bespoke, but when they are being offered for general use there needs to be a clear understanding as to their intended use. As can be seen in this short article the needs of the AAC user may vary enormously depending on their abilities, skills and situation as well as the type of teaching task and resources available. communication and knowledge building may well be aided by the combination of symbols and text. However, literacy skill building may require other types of strategies and different learning materials.
Erickson, K.A., Hatch, P. & Clendon, S. (2010). Literacy, Assistive Technology, and Students with Significant Disabilities. Focus on Exceptional Children, 42(5), 1 – 16. (Accessed 11 Dec 2015) https://www.highbeam.com/doc/1G1-240102195.html
The Tawasol symbol website has been available for the last two months for beta testing. There are still many updates and fixes to be done but now the site has been submitted to Google and can be found by searching for Tawasol Symbols!
We have been keeping statistics and since October with us all working on the site there are some figures to share. 684 views with 38% coming from new visitors and 62% returning visitors. The visitors come from the following countries:
There have been 21 downloads of symbol files from the home page, with more downloads occurring in Arabic compared to English. Many of these will have been test situations so 12 downloads came from UK, 7 from Qatar and 2 from USA:
% Total Events
We are still building the dictionary and the only entries seen on the Tawasol symbol website are those entries that have both Arabic and English lexical concepts. The Symbol Dictionary Management system has many more entries that still require work.
The individual words or phrases can be searched or browsed via category selections and depending on the language chosen once the symbols appear they can be selected to see more information and their links to other symbols of similar meaning or in the opposing language. So a search for ‘camel’ will bring up the English choice that then offers the choices in Arabic.
Search for ‘camel in English to see the selection offered
Select the camel that you want to see with further information relating to that lexical entry
You are now viewing the Arabic lexical entry with the available information if you are using the English side of the website
The Arabic side of the website provides the user with a similar view.
In the coming months there will be over 500 Arabic / English lexical entries (with their appropriate symbols) being the most commonly used words in both languages for AAC use and spoken and written language learning. These words and phrases will be a combination of lists collected from AAC users in both languages and those words collected by external researchers and published as the most frequently used words in both languages gathered from speakers and written works.
But one of the most searching questions posed by Katerina Mavrou from Cyprus was how we would be maintaining the project once the funding had expired and we felt that this would be tough at the level it was being maintained at present and admitted as much when asked about new symbols and how these would be achieved – Would crowdsourcing work? They are all available under a creative commons licence and are free for all to use.
The following week on the 13th -15th September, a poster was presented a Communication Matters which will be followed up by an article in their journal. During the two days there was a chance to meet those working with companies and therapists with an interest in symbols relating to the use of the Arabic language and its culture.
David Banes was then involved in a DRT4ALL forum discussion in Madrid about the global trends in technology and accessibility where he discussed the use of the symbols being developed.
E.A also escaped to Spain to meet up with the ARASAAC team in Zaragoza where they were kind enough to spend time discussing aspects of their symbol creation and in particular very interesting booklets for museums, libraries and other materials. It was wonderful being able to finally really discuss the collaboration and the way we are licensing our symbols.
Closing the Gap will beheld late in October And a member of the Mada team has been provided with leaflets about Tawasol symbols for those interested in AAC so that a month into the launch of the website USA is the next continent on the list to receive news about the project
Later in October the ASSETS 2015 conference will be held in Lisbon and a poster about the voting and online symbol management system was presented. Meanwhile David is once again attending a forum Meeting, This time with UN DESA/DSPD (Disability and development – Disability Inclusion and Accessible Urban Development) linking up with Nairobi Kenya. We could say this is the fourth continent In two months!
The AAATE and ASSETS papers are available from the publishes and will be added to eprints once they are available.
November brings the WISE Summit in Doha with the workshop and then there is preparation for 2016 and Arab Health in Dubai, Possibly a ATIA in USA, The Qatar Foundation Annual Research Conference 2016 (ARC’16), Innovation Arabia 9 and ICCHP 2016 in Austria and ICCHP 2016 in Canada before Communication Matters once again if all goes well.
Dr Ouadie Sabia has joined the team as a consultant specialist in linguistics and has provided us with essential support regarding the accuracy of Modern Standard Arabic lexical entries that are being added to our database. Initially he queried the way we were categorising the lexical entries as they needed to be used for both spoken communication and literacy which, when one is coping with a diglossic language does not necessarily work. There is an insightful blog on the subject written by Michael Erdman titled “Is Arabic really a single language?”
An introduction to the root and pattern system in Arabic from Arabic Learning
However Dr Sabia persevered with his support for our work and commented “This is a common problem with languages such as Arabic where words are derived from one root and might appear without the correct diacritics or even non-existent diacritics. It can be hard to determine their grammatical category. “ذهب” could mean “to go” or “he went” (verb) but could also mean “gold” (noun). Because the diacritics are missing, the grammatical category is unidentifiable. However in many cases the context plays a crucial role in categorising words in Arabic. This has been proven when developing an Arabic TTS corpora. I have added the appropriate diacritics to make over a thousand Arabic sentences, readable, understandable and grammatically accurate. I also monitored the recording carried out by a talent to make sure that all the diacritics were correctly used in order to preserve the grammatical accuracy. A word function can be altered if the diacritics are incorrectly placed. Another issues is that by changing just one diacritic we can go from a subject function in a sentence to an object function, without even changing the word order in a sentence.”
Another issue that has had to dealt with over the last few months is the inaccuracies that develop when working with English verbs that tend to be presented in the present tense and those needed in Arabic that are essentially always given as part tense. Much discussion has resulted in the latter winning the day with a recognition that if ARASAAC symbols for verbs come with a label including ‘to’ such as ‘to go’ the ‘to’ will be removed to that the verb can be declined in any tense and with or without a pronoun. All the verbs have now been checked by Dr Sabia and sentences added to further explain the meaning.
Arabic verb analyser
As Dr Sabia explains, “Having spent a reasonable time studying the lists, I have reached a clear idea about the type of tense we should be using to translate the Arabic past tense 3rd person singular masculine as the “infinitive” to + verb” in English. Arabic verbs have the form: “he + past tense” (merged) and this has to appear in the dictionary. The second point is that the symbol user who wishes to gain literacy skills will only have to learn the declined forms. In other words, if we take the verb ذَهَبَ (he went) as an example, it will be used to teach the action of “going” in the past as a single male, then later, in order to teach the same action of “going” (male single) in the present tense, a newly declined form يَذْهَبْ would be used. Infinitive does not exist in Arabic grammar. As a result, a translation of a verb such as ذَهَبَ has become “go”. Verbs like “have” in English are prepositional groups in Arabic. However, for communication purposes, the team has decided to call them verbs too but this needs further discussion.
Further work has included the correction of all the AAC lists collected by the team so that they could be uploaded to the symbol management system along with 500 words that are now considered to be the most useful words for the AAC users and have become the core of the Arabic Symbol Dictionary. The analysis of the frequency of use from a grammatical point of view, it has become clear that the lists have presented wide variations in terms of the Parts of Speech being used. Most top 100 core entries from Kelly, Beukelman, Buckwalter, Oweini-Hazoury have a very low frequency of nouns / verbs compared to Supreme Education Council list taken from reading books. A more detailed description of the findings is available in a paper presented at the 6th Workshop on Speech and Language Processing for Assistive Technologies that will be provided once the publication is available. There were also found to be distinct differences between the types of words found in English AAC user lists compared to the Arabic AAC user lists with more nouns in the latter and it is worth remembering the comments related to the use of a verb which is combined with a pronoun in Arabic.
Another task has been related to the importance of generating correctly spoken words when the Text to Speech part of the project is included in the dictionary. This is where the diacritisation is so important for correct pronunciation of the Arabic words and much time has been spent on making sure over 1129 entries are correct. Dr Sabia has also added all the missing SUKUUN and SHADDA to the definite articles to allow for correct reading of Moon / Sun letters.
As communication boards using Tawasol symbols with Arabic entries have been developed Dr Sabia has been checking their accuracy as part of the ongoing evaluation process and these are being taken out into clinics for trials. ARASAAC symbols are also being used where the image is acceptable and the English is translated.
Work is also being undertaken to decide which words need to become symbols but are represented as the actual word as well as abstract images. Examples include linking words such as “and”, “to”, “until” along with the need to make decisions around verbs such as “is”, “are”, “were” which have no equivalent in Arabic because the verb “to be” does not exist. Although, the symbol manager has to have this rather important verb in English!
The last two months have seen some members of the team taking time out, one member heading off to carry out research at MIT and two members introduced us to their new daughters! Other members of the team have been on holiday, not all to sunny climes!
However the work has continued and from a research perspective we have been looking at a collection of Arabic core vocabularies to analyse the differences between our own Doha AAC lists and other lists of frequently used words on the web, in conversational situations and for language learning.
The Doha Arabic AAC lists are made up of a collection of the most commonly used words as collated by special needs teachers, therapists (e.g. speech therapists and occupational therapists) and parents. These lists also include the referents for symbols from AAC user workbooks, AAC devices, therapist progress notes of symbols worked on in therapy, and commonly used symbol signage around special needs centres and facilities.
The Arabic most frequently used words have come from individuals’ comments on the Aljazeera websites which were often posted in colloquial Arabic and collected by Dr Wajdi Zaghouani plus another list of words collected in lectures, the KELLY Project (Keywords for Language Learning for young and adults alike) and Buckwalter and Parkinson’s Frequency Dictionary of Arabic: Core Vocabulary for Learners.
There were also several lists based on words needed to encourage literacy skills such as the Supreme Education Council standards (Grade 1, 2, 3 and kindergarten, Ahmad Oweini and Katia Hazoury’s list of Sight words based on a collection of words gathered from popular reading books in Lebanon (grades K to 3)
On the English side the word lists have come from the research collected early on in the project linked to the work of Hill and Romich, Blandin and Iacono, Benajee et al, Van Tatenhove and Beukelman et al. Some frequency lists are based on the General Core Vocabulary (GCV) measure.
The analysis of these lists has been written up in a paper for the 6th Workshop on Speech and Language Processing for Assistive Technologies in Dresden as part of a larger Interspeech conference and will be published after the event in November2015. In essence we took our Doha lists and compared them to the other collections to see whether there were any major differences and which words we also needed to include in our lists to develop symbols that would aid communication and literacy skills. We not only found that there were several differences in the vocabularies but also in comparison to the English lists, there were many more nouns.
In English Boenish and Soto state that the use of nouns goes from 7% in the top 100 words to 20% in the top 300 whereas in MSA the corresponding frequency levels are 26% and 45% according Buckwalter and Parkinsons’ lists. When looking at the English AAC user list this appears to be true but when looking at the Doha AAC lists there are many more nouns and one has to wonder whether this is due to the make up of the Arabic language or that it is much easier to develop symbols related to concrete objects rather than abstract feelings, concepts or happenings!
More analysis will need to be done in the coming months, but in the meantime the voting sessions continue with the acceptance of symbols and this process was explained in another poster for the ASSETS 2015 conference. The support for literacy skills for Arabic AAC users will be the topic for a poster at Communication Matters in UK and a paper on our participatory approach to the development of the Arabic Symbol Dictionary will be presented at AAATE 2015 also in the first week of September, 2015.
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