Summary: This article details a school district's effort to maximize student engagement in the classroom. After several years of intro- ducing and implementing a systemwide core vocabulary approach with students who require AAC, the district’s AAC special- ists still noted that many students’ communication abilities slowed or plateaued. Though school-based SLPs and educators were trained to use specific district AAC tools and evidence-based AAC strategies, this frequent pattern of slowing indicated an additional approach was needed: a focus on overall student social-emotional engagement in the classroom to boost stu- dent motivation to participate and communicate throughout learning. In addition to the district AAC tools and supports already in place, key efforts across a decade included developing com- prehensive district training and resources for school-based educators providing specialized instruction. These resources in- cluded common terminology to describe social and communication development and priority targets; a standard set of visual supports; and a proactive focus on highlighting why, what, and how to facilitate student social-emotional engagement through a UDL framework. The overarching goal was to proactively foster social-communication growth and learner en- gagement for all students receiving specialized instruction; which in turn enhances educators’ and SLPs’ abilities to facilitate continued communication development for students who use AAC.
Over the past decade, school districts across the United States have increasingly emphasized focusing on social-emotional en- gagement within instructional frameworks for learning, connec- tion, and overall well-being. Universal Design for Learning (UDL), a research-based framework supporting how we learn, provides a flexible and inclusive way to look at how all educators can en- hance student engagement for learning. A specific focus on so- cial-emotional engagement through a UDL lens, that also takes into account a student’s developmental level, provides educa- tors with additional tools and strategies to maximize engage- ment for those students receiving specialized instruction. THE CHANGING EDUCATIONAL LANDSCAPE From our perspective, the last 15 years of working in a large school district have revealed a shift in the school landscape on various levels. Educators have noted changes in classroom en- gagement as students are exposed to the rise of technology and cell phones; in conjunction with recovery from the unique expe- riences of pandemic-era learning. These changes have brought increased awareness of stu- dents’ mental health needs, capacity for learning, and the need for a supportive school environment. With greater recognition of anxiety, trauma responses, and emotional regulation chal- lenges, schools are now more focused than ever on creating safe, supportive environments that foster connection, resilience, and well-being. This growing understanding presents an opportunity to im- plement proactive strategies that strengthen student engage- ment, build social-emotional skills, and promote positive behav- ior in the classroom. This opportunity is relevant for the entire student population, including those receiving instruction in both general education and special education classrooms. The start of the 3 authors’ collaborative journey initially fo- cused on developing the communicative abilities of AAC users within specialized instruction classrooms. After several years of
rolling out AAC training for the district, we shifted to a broader approach focusing on social-emotional engagement based on UDL principles, developmentally aligned supports and strate- gies, and creating educator resources. Participation in the SEE- KS program (Social-Emotional Engagement-Knowledge and Skills) began this shift. Though our initial focus as AAC-SLPs was developing stu- dents’ communication abilities through AAC, it became readily apparent that a greater emphasis on student engagement in the classroom was needed not only to develop AAC abilities; but to also facilitate learning that supports student connection and well-being. Without student social-emotional engagement in the classroom, there is limited motivation to meaningfully com- municate or interest to actively participate in learning. With the input of many educators and other district staff, we developed district-wide resources and tools combining princi- ples and insights gained along the way as needs arose. We now have a comprehensive set of district-wide resources that serve as guides for school-based educators of students receiving spe- cialized instruction.
26
www.closingthegap.com/membership | December, 2025 / January, 2026 Closing The Gap © 2025 Closing The Gap, Inc. All rights reserved.
BACK TO CONTENTS
Made with FlippingBook Ebook Creator