INTRODUCTION In the journey towards effective Augmentative and Alternative Communication (AAC) implementation, a comprehensive plan is essential. This blueprint encompasses various crucial elements, each contributing to the overarching goal of fostering meaningful communication partner skills for individuals supporting students with complex needs. At its core lies the mindset shift, recognizing AAC not merely as a tool but as a comprehensive language system vital for expression and comprehension. Visual supports, whether in the form of pictures, symbols, words, or tangible objects, serve as indispensable aids in facilitating communication. Through modeling, educators and communication partners demonstrate AAC usage, laying the groundwork for language acquisition and fluency. Moreover, strategies like building language complexity and minimizing direct questioning promote natural communication exchanges. This promotes an environment in which the communication partner follows the AAC user’s lead. Every communication attempt is valued and meaning is attributed, providing an environment where all forms of expression are respected and acknowledged. Additionally, roles are clearly defined, and advocacy efforts are prioritized to ensure that individuals with complex communication needs receive the support and opportunities they deserve. Ultimately, the overarching aim is to foster a culture of participation and inclusion, where every individual is empowered to engage meaningfully in their communities. HOW IT BEGAN In 2018, we were called in as last-minute substitute instructors to teach a course on AAC to a cohort of Educational Assistant students at a local college. We realized that this was an ideal opportunity to provide future support workers a strong foundation of AAC implementation strategies and skills, before they even began working in educational settings. We wrote a proposal outlining a comprehensive curriculum in AAC for the college to include in their Educational Assistant program. Our experience as AAC specialists in various educational settings was essential in identifying the skills support staff need to become effective communication partners for non-speaking students. Each time we have implemented this course over the past 6 years, we have further developed and improved it.
word implementation plan that includes a book and an activity in which they model their core word. Along with a partner, they demonstrate their partner communication skills while presenting for their peers. This curriculum was 24 hours in length delivered across six 4-hour sessions. We have outlined below the various elements of our curriculum along with the activities that the students engage in. MINDSET At the heart of our approach lies the AAC (Augmentative and Alternative Communication) mindset, which is built on key concepts that guide our understanding and practice. Our students need to recognize that an AAC vocabulary is a comprehensive language system, similar to other languages such as ASL, spoken English, and so forth. With this view in mind, we guide our students in understanding that learning to communicate with AAC is similar to learning a new language. To bring these concepts to life, we engage in a variety of interactive and educational activities. We kick off with a fun online Kahoot Quiz game designed to debunk common myths about AAC. Next, we delve into practical application by creating and using low-tech communication boards, which can be invaluable tools for immediate and accessible communication. Our students role play a restaurant scenario wherein they order food using a low-tech communication board that they create, based on directives given by us. (See image 3) The outcome of this activity is often an eye-opening one for students: rather than choosing the type and amount of words needed to be effective communicators, they often choose words that meet the immediate need and for that specific environment. This activity demonstrates that communication is more than just meeting basic needs - it’s also about connecting with others! Creating a communication board leads naturally to a discussion of core and fringe words. We provide a short lesson on core versus personal/fringe words. Prior to playing another Image 2: Here is one cohort’s responses at the beginning of their AAC course in the Educational Assistant College Course about how they felt about implementing AAC.
IMPLEMENTATION APPROACHES AND COMMUNICATION PARTNER SKILLS
(See image 2) We clearly define each element of our training as well as the importance of each in the overall AAC journey for the Educational Assistants and AAC communicators. Within each element of our course we include lectures, hands-on activities, role playing, practice using AAC devices (both low and high tech), small and large group activities, case studies, scenarios, and video models of skills and activities. This leads to a final project in which students are required to create a core
5
August / September, 2024 | www.closingthegap.com/membership Closing The Gap © 2024 Closing The Gap, Inc. All rights reserved.
BACK TO CONTENTS
Made with FlippingBook Ebook Creator