About

Project Converse is a research initiative dedicated to understanding how children who use varied forms of communication interact during language and literacy instruction. The findings and resources encourage an important shift away from “What can this child do?” toward “How can we create meaning together?”

The Project is made possible through generous funding from the Engelke Family Foundation.

A girl with down syndrome is in a classroom with her teacher. She is happily playing with a tablet computer while being watched by her teacher.

Goals

teacher reads a book with a student

Develop solutions that support professionals and parents to:

  • Use moment-by-moment (microanalytic) observation to understand how children and adults co-construct meaning as they interact.
  • Follow the child’s lead and build on their interests and intentions.
  • Recognize and use unconventional or emerging communication as meaningful ways for children to interact.
  • Create natural opportunities to connect communication and language learning within real interactions, especially during literacy instruction.

Project Focus

The team analyzed video recordings of literacy interactions to explore:

  • How instructional practices and partner behaviors either support or constrain communication and learning.
  • How children communicate using embodied and aided forms of AAC.
  • Participation barriers that may limit their opportunities to engage.

The team is focused on transforming research insights into practical tools and guidance that support professionals in making nuanced decisions about:

  • How turns are allocated during interaction.
  • How to identify and respond to embodied forms of communication.
  • How to build partner strategies that foster inclusion and equitable participation.
  • How to value and support diverse forms of expression, including multiple forms of AAC.
  • How to measure and monitor progress in meaningful, interaction-based ways.
photographs of students working one on one with an adult
UNC’s work is part of the broader Project Converse led by the University at Buffalo. Learn more at: project-converseaac.com.

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