augmentative and alternative communication (AAC)
Summary: Readers will gain insight into the why, the how, and the outcomes of a multi-year building wide initiative to integrate AAC into academic learning. Within this discussion readers will learn about teaching strategies and other professional develop- ment that guide educators to place a focus on spontaneous novel utterance generation within academic learning. In conclu- sion, readers will recognize despite challenges we face our ultimate goal as professionals is once we know better that we do better. AAC Integrated into Academic Learning NOT a Compliance Tool
OUR WHY : Augmentative Alternative Communication (AAC) gives indi- viduals with complex communication needs the opportunity and access to say what they want to say when they want to say it. However, as with any tangible tool, it can be easily mis- used, turned into a compliance tool and ultimately limit the communicator. While it is important to be aware of how our instructional practices and classroom procedures impact the learning of any communication tool, in our setting, which serves the most complex communicators, increasing aware- ness of these risks was critical. When analyzing the current AAC systems being used by our students, we realized that not all
of our students had access to robust vocabulary systems, and many times the vocabulary they had access to was driven by academic demands. Rather than being a tool for spontane- ous communication, AAC devices were used as a compliance tool for classroom participation; this resulted in students be- ing heavily prompted to participate during classroom activities and repeat rote academic knowledge. Our students with com- plex communication needs became passive communicators, relying on staff to prompt them to speak. We saw a need to align our attitudes and beliefs with our instructional practices and positively impact our school culture.
SARAH SINGLETON is a Speech-Language Pathologist/AAC Specialist and the current Assistant Director of Special Education at Walworth County CDEB-Lakeland School in Elkhorn, Wisconsin. Over her 19 year career, Sarah has continually supported complex communicators across a variety of age-levels. Sarah has been an integral component in transforming Lakeland School’s approach to Speech-Language programming. Through her work with students, families, and staff members she has improved curriculum, implementation, and the home-school connection. LINDSAY MARKWORTH is a Speech-Language Pathologist/AAC Specialist at Walworth County CDEB- Lakeland School in Elkhorn, Wisconsin. She joined the Lakeland team in 2020 to start her career, and has supported emerging and complex communicators across a variety of age-levels. Lindsay has supported staff, students, and caregivers in the implementation and use of Augmentative Alternative Communication. She is also a LAMP (Language Acquisition through Motor Planning) Certified Professional through the Center for AAC and Autism. Through her work she has continued to build capacity within Lakeland School and the families it serves to improve the outcomes of students with complex communication needs.
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