Dr. Margie Gillis, expert on literacy and Specific Learning Disabilities/Dyslexia, sat down with SERC for a brief Question and Answer session where she shared her insights into literacy and struggling readers.  

The purpose of this document is to highlight the significance of communication in accessing the core curriculum language arts standards, and to provide examples of the manner in which students with complex communication needs (CCN) can access robust, rigorous, standards-based instruction when provided with augmentative and alternative communication (AAC). Children with disabilities who have complex communication needs must have access to augmentative and alternative communication systems so that they may have the knowledge and skills needed for success in college and careers, just like their typically developing peers.