arabic symbol dictionary for aac users: bridging the cultural, social and linguistic gap
TRANSCRIPT
Developing an Arabic Symbol Dictionary for AAC users: Bridging the Cultural,
Social and Linguistic Gap
Amatullah KadousE.A. Draffan, M. Wald, A.I. Ahmad , N. Zeinoun , D. Banes, O.Sabia & D. Lawand
22 Arabic-speaking countries 422 million people with more than 50% under the
age of 25 43 million outside the Arab world Islam primary religion followed by Christianity, Druze
faith and Judaism 0.4- 4.9% of Arab region have disability – under
reported? (Disability in the Arab Region - Economic and Social Commission of Western Asia (ESCWA) League of Arab States, 2014)
Background – The Arab region
Background: There are a growing number of individuals who can
benefit from using symbols to aid communication and literacy skills.
Learning disabilities are the most common primary disability in the Arab region
34% of those with another disability also have a learning disability. (Zetterström - 2012)
Their needs are being met by the use of externally developed AAC symbols systems.
Introduction to the Project
Aims of the Project To develop a freely available Arabic symbol
dictionary suitable for use by individuals who have a wide range of communication difficulties.
To develop a set of symbols that are culturally, linguistically and environmentally appropriate for AAC users in Qatar and the Arab world.
Learn more about the use of symbols in Qatar and the Middle East
Learn of the challenges of Arabic AAC users Lack of articles and research Setting up forums and workshops - involve symbol
users, families, therapists, teachers and experts Advisory group, ‘critical friends’ and a voting system
Approach: Participatory & Iterative
20 therapists attended from 9 centers Purpose of forum:
- Know the demographic of AAC users in Qatar
- Qualify AAC users concerns/issues with AAC currently
Collecting Data: Survey
Survey Findings - Demographics
0 to 5 6 to 10 11 to 15 16 to 20 21+0
1
2
3
4
5
6
7
8
9
Most populated AAC user age group
Number of ST's working with this age group
0
2
4
6
8
10Most Prominent Diagnoses
Number of ST's working with this condition
Survey Findings
Survey FindingsMost Commonly Used Symbol Sets
PCS Boardmaker
Other (google images/pictures)
SymbolStix
Widgit
Makaton
ARASAAC
Picture
s
Electro
nic S
ytems
Gestur
es
Real o
bjects
Manua
l Sign
s
Other (
BigMac
, Key
board
s)02468
101214
Most Commonly used AAC types
Survey Findings
Cultural IssuesSample images used in AAC settings thanks to Picture Communication Symbols (PCS)
Linguistic Issues
Sample images used in AAC settings thanks to Picture Communication Symbols (PCS)
Environmental Issues
“In Qatar a rainy day is a good day!”
1. Culturally & Linguistically inappropriate symbols
Inappropriate symbols send mixed messages AAC users can’t relate to foreign symbols Arabic linguistic rules occasionally disregarded
Concerns with Current Symbols
2. The need for an English & Arabic Symbol Dictionary
Therapists speak English = Therapy in English Expats make up 86% of Qatar Nannies/drivers speak
English
Concerns with Current Symbols
100-200 most common words make up 80% of the total words used to communicate (Hill, Baker & Devylder, 2000)
Gives AAC users independence and allows them to guide the conversation (Hill, Baker & Devylder, 2000)
No literature - bespoke Arabic Core Vocabulary Visited 7 centres across Doha to collect most
commonly used symbols/words Collected from classrooms, progress notes, AAC
devices, therapists and parents 1500 words in total Top 400 have words have symbols designed for them
Collecting an Arabic Core Vocabulary
Arabic Core Vocabulary
نَّ � t -َأ
hat
�ن�ا َأ- I/
me
ان�� -ك
was
ب� ه� - ذ�
go
ة ُر� - ك
ball
ة ر�ا يَّ س�
- car
ى� o - ع�ل
n/to
ة ز�ْو م�
- ban
ana
ى� ل - ِإ�
to
اد ر�� w - َأ
ant
0
5
10
15
20
25
30
Top Arabic Core Vocabulary Entries
Symbol Design Process
Symbol Voting
Results: Criteria for Culturally Appropriate Arabic symbols
Sample images used in AAC settings thanks to ARASAAC and Tawasol Symbols
Initially 45% of ARASAAC symbols voted as inappropriate for use in Qatar
Improvement in cultural suitability of symbols (4.38 out of 5)
Results
Batch 1 early 2015 Batch 2 late 2015 Batch 3 early 2016 Batch 4 late 20163.20
3.40
3.60
3.80
4.00
4.20
4.40
4.60
Symbol Voting Averages scored out of 5 for each Cri-teria
Feelings about symbol Represents word/phrase Colour contrastCultural sensitivity
Personalise
Globalise
AAC User
Localise
Implications for TherapistsHow can the user’s AAC be individualised to suit their personal needs?
How can the user’s AAC be made appropriate for engagement in their environment, language and culture?
How can the user benefit from global AAC trends and resources?
Email: [email protected] Website: www.tawasolsymbols.org Facebook: Tawasol- “Arabic Symbol Dictionary for
AAC users” Blog:
www.access.ecs.soton.ac.uk/blog/symboldictionary/
Connect With Us
Thanks go to ARASAAC Symbols for their support http://arasaac.org/
References: Baker, B., Hill, K., & Devylder, R. (2000). Core vocabulary is the same across environments. In California State
University at Northridge Conference. Ehri, L. C., Nunes, S. R., Stahl, S. A., & Willows, D. M. (2001). Systematic phonics instruction helps students learn to
read: Evidence from the National Reading Panel’s meta-analysis. Review of educational research, 71(3), 393-447. Hock, B. S. & Lafi , S., M. (2011). Assistive Communication Technologies for Augmentative Communication in Arab
Countries: Research Issues. UNITAR e-Journal, 7(1), 57-66. Saiegh-Haddad, E., & Geva, E. (2008). Morphological awareness, phonological awareness, and reading in English-
Arabic bilingual children. Reading and Writing, 21(5), 481–504. Accessed 12th October 2014 http://link.springer.com/article/10.1007%2Fs11145-007-9074-x
Shahin, K. (2006). Remarks on the speech of Arabic-speaking children with cleft palate: three case studies. Journal of Multilingual Communication Disorders, 4(2), 71-77.
United Nations Economic and Social Commission of Western Asia (UNESCWA), & League of Arab States. (2014). Disability in the Arab Region: An Overview. Retrieved August 3, 2016, from UNESCWA, https://www.unescwa.org/sites/www.unescwa.org/files/page_attachments/disability_in_the_arab_region-_an_overview_-_en_1.pdfVan Tatenhove, G. M. (2009). Building Language Competence With Students Using AAC Devices: Six Challenges. Perspectives on Augmentative and Alternative Communication, 18(2), 38–47.!
Yorkston, K. M., Beukelman, D. R., Smith, K., & Tice, R. (1990). Extended communication samples of augmented communicators. II:
Zetterström, E. (2012) Identifying Barriers to Accessibility in Qatar, Computers Helping People With Special Needs Lecture Notes in Computer Science, 2012, Volume 7382/2012, 235-242, DOI: 10.1007/978-3-642-31522-0_35
Analysis of multiword sequences. The Journal of Speech and Hearing Disorders, 55(2), 225–30.!
Thank youFunded by an NPRP award [NPRP 6 - 1046 - 2 - 427] from the Qatar National Research Fund (a member of The Qatar Foundation)