'What Does Access To AAC For Irish Mean To You?' Geabaire, The First Symbols-Based AAC Application For The Irish Language: Preliminary Findings From An Evaluation Study

Authors

  • Julia Cummins
  • E Barnes
  • Neasa Ní Chiaráin
  • Ailbhe Ní Chasaide

Keywords:

Augmentative and Alternative Communication (AAC), Irish, inclusion, Autism, language rights

Abstract

Geabaire is the first symbols-based AAC app for the Irish language. Users select a series of words that are concatenated into a sentence and spoken by ABAIR synthetic voices. Geabaire has been designed to reflect the linguistic structures of Irish and contains a broad, localised vocabulary that empowers those who cannot rely on speech to communicate their thoughts and needs and engage with the curricula, their family, community, and peers. The target users are autistic students in Irish medium education, but it is hoped that Geabaire will benefit a broader range of users. This paper discusses the design and development of Geabaire and preliminary findings from semi-structured interviews with teachers, parents, speech and language therapists, and an AAC user. It focuses on participants’ reflections on what AAC for Irish means to them. Findings indicate that AAC for Irish is necessary to facilitate equal access to linguistic and cultural identity and allow users to participate in their communicative environments.

References

American Speech-Language-Hearing Association. (n.d.). Augmentative and Alternative Communication [Practice portal]. https://www.asha.org/practice-portal/professionalissues/augmentative-and-alternative-communication/ (accessed July 2, 2024)

Barnes, E., Morrin, O., Ní Chasaide, A., Cummins, J., Berthelsen, H., Murphy, A, Nic Corcráin, M., O’ Neill, C., Gobl, C and Ní Chiaráin, N. (2022). AAC don Ghaeilge: the Prototype Development of Speech-Generating Assistive Technology for Irish. Proceedings of the CLTW 4 @ LREC2022, pp. 127–132.

Barnes, E., Cummins, J., Errity, R., Morrin, O., Berthelsen, H., Wendler, C., Murphy, A., Husca, H., Ní Chiaráin, N. and Ní Chasaide, A. (2023). Geabaire, the First Irish AAC System: Voice as a Vehicle for Change. Trinity’s Access to Research Output (TARA) (Trinity College Dublin). doi:https://doi.org/10.21437/sigul.2023-28.

Beukleman, D., Light, J. (2020). Augmentative & Alternative Communication; Supporting Children and Adults With Complex Communication Needs. Baltimore: Brookes Publishing Co.

Bunreacht na hÉireann. (1937). Dublin: Stationery Office. Available at: https://www.irishstatutebook.ie/eli/cons/en/html (accessed:10/12/2024).

Clarke, V., Braun, V. (2017). Thematic Analysis. The Journal of Positive Psychology, 12(3), 297-298. https://doi.org/10.1080/17439760.2016.1262613

Cummins, J. (1998). ‘Immersion education for the millennium: What have we learned from 30 years of research on second language immersion?’ In: M. R. Childs & R. M. Bostwick (Eds.) Learning Through Two Languages: Research and Practice, Second Katoh Gakuen International Symposium on Immersion and Bilingual Education. (pp. 34-47). Katoh Gakuen, Japan.

Department of Education and Skills. (2016). The Policy on Gaeltacht Education 2017-2022 https://www.gov.ie/en/policy-information/57458-policy-on-gaeltacht-education-2017-2022/ (accessed 27 July 2024).

Digard, B. G., Davis, R. (2021) Bilingualism in Autism: Evidence and Recommendations for Clinical Practice: OSF Preprints. https://doi.org/10.31219/osf.io/uyzkg (accessed 28/01/2025)

Digard, B.G., Davis, R., Stanfield, A., Sorace, A. and Fletcher-Watson, S. (2022). ‘The Languages That You Know Draw the Boundary of Your World’: A Thematic Analysis of the Experiences of Autistic Bilingual Adults Living in the United Kingdom. Autism in Adulthood, 4(4), 328–339. doi:https://doi.org/10.1089/aut.2021.0077.

Dukhovny, E. and Gahl, S. (2014). Manual Motor-Plan Similarity Affects Lexical Recall on a Speech-generating Device: Implications for AAC Users. Journal of Communication Disorders, 48, 52–60. doi:https://doi.org/10.1016/j.jcomdis.2014.02.004.

Dunne, C. M. (2024). Irish Medium Education: the Benefits Supported by Research. COGG. https://www.cogg.ie/wp-content/uploads/Irish-Medium-Education-The-Benefits-Supported-by-Research-PRINT-HR-singles_Part1.pdf (accessed 28/01/2025)

Government of Ireland. Government of Ireland Act (1998) Dublin: Stationery Office. Available at: https://www.irishstatutebook.ie/eli/1998/act/51/enacted/en/html (accessed 27 July 2024).

Government of Ireland. The Education for Persons with Special Educational Needs (EPSEN) Act (2004) Dublin: Government Publications. Available at: https://www.irishstatutebook.ie/eli/2004/act/30/enacted/en/htm (accessed 27 July 2024).

Government of Ireland. Circular 0054/2022, Exemptions from the Study of Irish – Primary (2022). Dublin: Stationary Office Available at: https://www.gov.ie/en/circular/28b2b-exemptions-from-the-study-of-irish-primary/ (accessed 27 July 2024).

Government of Ireland. (2023). Digital Plan for the Irish Language: Speech and Language Technologies, 2023-2027. Dublin, Ireland.

Iacono, T., Trembath, D. and Erickson, S., 2016. The role of augmentative and alternative communication for children with autism: current status and future trends. Neuropsychiatric Disease and Treatment, 2349-2361.

National Council for Special Education Ireland (NCSEI). (2024). Special Classes in Primary and Post Primary Schools Academic Year 24/25. Available at: https://ncse.ie/wp-content/uploads/2024/08/Special_Classes_publication_list_01-08-24-.pdf (accessed 3 August 2024).

Nic Aindriú, S., Ó Duibhir, P., and Travers, J. (2020). The Prevalence and Types of Special Educational Needs in Irish Immersion Primary Schools in the Republic of Ireland. European Journal of Special Needs Education, 35(5), 603-619. https://doi.org/10.1080/08856257.2020.1732109

Nic Aindriú, S. (2021). The Reasons Why Parents Choose to Transfer Students With Special Educational Needs from Irish Immersion Education. Language and Education, 1–15. doi:https://doi.org/10.1080/09500782.2021.1918707.

Nic Aindriú, S. and Ó Duibhir, P. (2022). Analysis of Current Teaching and Learning Resources for Children with Additional Educational Needs in Irish Medium and Gaeltacht Education. Available at: https://gaeloideachas.ie/wp-content/uploads/2022/06/GD_Executive_Summary_English_Digital.pdf (accessed 30 July 2024)

Nic Aindriú, S. and Ó Duibhir, P. (2023). The Challenges Facing Irish-Medium Primary and Post-Primary Schools When Implementing a Whole-School Approach to Meeting the Additional Education Needs of Their Students. Education Sciences, [online] 13(7), 671. doi:https://doi.org/10.3390/educsci13070671.

Nic Aindriú, S. (2024). Equality of access to minority language assessments and interventions in immersion education. Journal of Immersion and Content-Based Language Education. doi:https://doi.org/10.1075/jicb.24011.

Romero, C. and Uddin, L.Q. (2021). Bilingualism, Executive Function, and the Brain: Implications for Autism. Neurobiology of Language, 2(4), pp.1–51. doi:https://doi.org/10.1162/nol_a_00057.

Rose, V., Trembath, D., Keen, D. and Paynter, J. (2016). The Proportion of Minimally Verbal Children with Autism Spectrum Disorder in a Community-Based Early Intervention Programme. Journal of Intellectual Disability Research, [online] 60(5), 464–477. doi:https://doi.org/10.1111/jir.12284.

Soto, G. and Yu, B. (2014). ‘Considerations for the Provision of Services to Bilingual Children Who Use Augmentative and Alternative Communication’, Augmentative and Alternative Communication, 30(1), 83–92. doi: 10.3109/07434618.2013.878751

United Nations. (2006). Convention on the Rights of Persons with Disabilities. Treaty Series, 2515, 3.

Yu, B. (2013). Issues in Bilingualism and Heritage Language Maintenance: Perspectives of Minority-Language Mothers of Children with Autism Spectrum Disorders. American Journal of Speech-Language Pathology, 22(1), 10–24. doi:https://doi.org/10.1044/1058-0360(2012/10-0078).

Downloads

Published

2025-05-01

How to Cite

Cummins, J., Barnes, E., Ní Chiaráin, N., & Ní Chasaide , A. (2025). ’What Does Access To AAC For Irish Mean To You?’ Geabaire, The First Symbols-Based AAC Application For The Irish Language: Preliminary Findings From An Evaluation Study . REACH: Journal of Inclusive Education in Ireland, 38(1). Retrieved from https://reachjournal.ie/index.php/reach/article/view/635