validated, not just the use of AAC devices. Communication is multifaceted, encompassing gestures, facial expressions, body language, and vocalizations, alongside AAC. By valuing these diverse modes of expression, we respect and respond to each AAC communicators’ unique way of communicating. To reinforce this inclusive approach, we have our EA students watch role play video models, which are particularly effective for demonstrating how to recognize and respond to various forms of communication. Through videos we have made ourselves, we showcase scenarios wherein different communicative behaviors are interpreted and appropriately responded to, providing clear and relatable examples for both students and educators. For instance, a video might depict a student pointing to an object, and the model response could be acknowledging the point and expanding on it, such as saying, "You’re pointing to the book. Would you like to read it together?" This activity serves multiple purposes. It teaches prospective EAs that all attempts to communicate, regardless of the form, are valid and meaningful. It also equips them with the skills to notice and respond to these cues effectively, fostering a more responsive and empathetic communication environment. By regularly incorporating video modeling into our practice, we ensure that everyone involved in the learning process can recognize and celebrate the full spectrum of communicative behaviors. ATTRIBUTING MEANING We recognize the critical importance of responding to all communication attempts as intentional. This perspective is foundational in supporting individuals who use AAC, as it teaches EA students that they should not judge a student’s output as being intentional (clear communicative intent) or unintentional (hitting random buttons). By attributing intention to every communicative act, we help the AAC communicator understand that their words have meaning and their AAC device is a tool that they can use to connect with those individuals in their environment. We also use video modelling for this concept to provide concrete examples that demonstrate how to attribute meaning to every communicative behavior. It equips EA students with the skills to observe and interpret these behaviors accurately and how they should respond to their students' attempts to communicate - intentional or not. ROLES AND ADVOCACY We understand the critical importance of clearly defining roles within the AAC support team. When everyone knows their responsibilities and works collaboratively, it enhances the effectiveness of our efforts to support individuals using AAC. A well-defined team structure ensures that each member can contribute their expertise and that there is a coordinated approach to meeting the communication needs of our students. By advocating for these roles, we also highlight the value of each
Image 7: The students work in small groups to generate increasingly complex utterances that they then practice modelling on high-tech AAC devices.
inclination for communication partners to slip into questioning AAC communicators to demonstrate their understanding of their device. The EA students have a list of questions that they turn into statements. Instead of constantly asking direct questions, which can feel demanding, we make statements that invite responses in a more open-ended and conversational manner. For instance, rather than asking, "What do you want to play with?" we might say, "I see you have the toy car, that looks like fun." This approach reduces the pressure on the student to provide a specific answer and encourages spontaneous communication. This method promotes a more organic learning experience where students can observe and then practice using language without the fear of being tested. It allows them to explore their AAC devices and express themselves in ways that feel genuine and self-directed. Through this lesson, we aim to encourage our EA students to provide supportive and encouraging communication environments for their AAC communicators. RESPONDING TO ALL FORMS OF COMMUNICATION It is important that future Educational Assistants recognize that all forms of communication should be acknowledged and
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August / September, 2024 | www.closingthegap.com/membership Closing The Gap © 2024 Closing The Gap, Inc. All rights reserved.
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