Written By: Kaitlin Brown, SLPD, CCC-SLP
Communication is at the heart of human connection, yet for some individuals, the ability to communicate effectively can be limited due to complex speech and language challenges. Augmentative and Alternative Communication (AAC) systems provide a critical bridge for individuals who struggle with what we may think of as traditional speech. Whether it’s through speech-generating devices, communication boards, or apps, AAC opens a world of possibilities, ensuring that individuals can express their needs, thoughts, and emotions. But as with any tool, the key to AAC’s success lies in how it’s integrated into daily life—both in structured environments like the classroom and the more relaxed settings like P.E.
One of the most powerful ways to support AAC users is by creating environments that are rich in communication opportunities. This means teachers and support staff play a pivotal role in shaping how effectively AAC is used, from school lessons to classroom routines.
AAC in the schools: How can SLP’s support their students and teachers?
- Make it manageable: Teachers and support staff are oftentimes overwhelmed and the thought of adding one more thing to their to-do list may be just the ticket to send them over the edge. We do NOT want to be that person! Talk with your teachers and support staff.
- Identify their starting point. Are they a new teacher who isn’t familiar with AAC or are they a seasoned-vet teacher who has been implementing AAC in their classroom for a while now (or maybe somewhere in between)?
- Use that information to formulate a plan that works for everyone on how to integrate the use of the student’s individual AAC devices in their classroom and daily routines.
- Examples may include assigning someone to ensure the devices are charged each day, putting up visual reminders to take the student’s devices out of the classroom and throughout the school building, creating low-tech visuals to use if the devices aren’t charged, using during calendar time/morning meeting, or encouraging the students to use during social activities.
- Support: As the SLP, it is our role to not only provide services to the students, but to provide support to the teachers and staff. The level of support needed will vary greatly among your team members, so be sure to include their perspective and needs when planning your support.
- Collaborate: Through collaboration, the teachers and support staff can actively plan and communicate with the SLP to develop individualized activities, vocabulary sets, visuals, and more to support the student based on their specific needs and interests. This not only improves overall interest but also increases participation!
- Treats: No, I don’t mean Twix and Skittles (although, what teachers don’t love a good candy treat?). AAC treats can be something as simple as providing your teachers with a visual you’ve created to support them during morning meeting, a visual that the P.E. teacher can use in the gym, printing and laminating small communication books for students, creating visuals for an activity that can be used with all students, or really anything that may be useful to them in their classroom.
Integrating AAC into everyday activities isn’t just about providing tools—it’s about creating a supportive environment where communication can thrive. By working together, teachers, therapists, and all team members can create rich communication experiences, giving AAC users the chance to connect, share, and engage in meaningful ways. Ultimately, the goal is simple: to ensure that every individual, no matter their communication challenges, has a voice—one that can be heard in the classroom, in the gym, in the lunchroom, and everywhere in between.
CLICK HERE to view Kaitlin Brown’s Instructor Page.
Kaitlin’s Upcoming Live Webinar CE Courses:
November 25th: 3:00-5:00PM EST
Empowering Augmentative and Alternative Communication (AAC) Users
February 21st 11:00AM-1:00PM EST
Effective Strategies for Behavior and Communication in Pediatrics
Kaitlin’s On-Demand Video CE Courses:
Navigating Behavior and Communication in Pediatric Therapy
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