TInIG AAC Project

"The course really helped me see how intervention for those with complex communication needs can be when technology is available and when clinicians have more specialized knowledge and training. It made me realize that, indeed, one should never assume what these "nonverbal" or "low functioning" clients can and cannot do." 

Ellyn Chua

Batch 2014-2015 Graduate

"Before TInIG AAC was launched, walang systematic and comprehensive way to learn about and be trained on AAC sa Philippines; consequently, it was only through TInIG (and the ripple effect facilitated by the current students of the project) that APPRECIATION for the power and value of AAC as a mode of intervention is slowly being facilitated. It was only through the project that we (the 7, and the students we teach sa academe) fully understood how AAC can change lives, and improve SP practice if it is integrated in service delivery; lectures given in CAMP po oasi introduced AAC, but because wala pong details on how it should be done and what impact AAC has on patients, students (who later became clinicians) never really appreciated AAC" 

Maryelle Dy

Batch 2014-2015 Graduate

"I am grateful to Terese Manalansan and the College of Allied Medical Professions at the University of the Philippines – Manila for coming up with the TinigAAC Project as this could pave the way for a more directed development of AAC practice in the country. It was offered at a very opportune time. 

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Pursuing the course was definitely benefitting my current and future clients. As of the moment, I have thirty children in my caseload. Of this number, six of them are currently having AAC intervention, with another five to be assessed. At present, I have eight (8) in my waitlist for assessment—two (2) of them are adults. My practice has been mainly pediatric, but this training is opening a door for me to go into adult practice, specifically in the area of AAC. Other than the benefits that the training has been providing to my clinical practice, I was actually more excited in the beginning for the prospect of being able to learn more about AAC for the purpose of teaching and mentoring students and colleagues. The project has increased my knowledge base on AAC and with more experience that would hone my skills; I am looking forward to holding AAC information dissemination talks to families and other professionals and mentoring students and SLPs who would be interested in the field of AAC."

Bambie Munar

Batch 2014-2015 Graduate