especially when using some of his favorite, decontextualized language. Major represents a more traditional view of part-time of AAC use held by many speech therapists, serving individuals with severe articulation or phonological impairments. More recently, there has been a growing voice coming from Autistic individuals who also see a benefit of part-time AAC use for times of dysreg- ulation when their speech is not accessible. There is a growing recognition of the needs of part-time AAC users—individuals who may speak but find AAC beneficial or necessary in certain situations. Understanding and supporting these users requires a nuanced approach, considering their unique challenges and the educational strategies that can en- hance their communication. WHO ARE PART-TIME AAC USERS? Part-time AAC users might be able to speak clearly in certain environments or situations but struggle significantly in other conditions due to factors such as stress, sensory overload, fa- tigue, or the complexity of the conversation. In particular, Au- tistic adult researchers have described spoken language as sit- uationally insufficient, meaning the communicator is not able to express everything they wish to. Speech may be intermittent, meaning that the communicator can speak, but not always, depending on the topic or environment. Individuals have de- scribed their speech as unreliable, or find themselves expressing a message that does not convey their true intent (Zisk & Dalton, 2019). THE COMPLEXITY OF COMMUNICATION NEEDS The communication needs of part-time AAC users are com- plex and varied. Unlike full-time AAC users who rely on their devices for all communication, part-time users may switch be- tween verbal speech and AAC depending on the situation. This switching is not always straightforward and can depend on nu- merous factors such as the user's emotional state, physical con- dition, the environment, or the nature of the conversation. For instance, sensory overload is a common trigger that can make verbal communication difficult or impossible for some individuals. In noisy or chaotic environments, a person might find that their ability to speak becomes unreliable, and they may need to rely on AAC to communicate effectively. Similarly, during times of extreme stress or fatigue, speech may become less accessible, requiring the individual to turn to their AAC de- vice. Moreover, there are individuals whose communication needs vary depending on the topic of conversation. For example, a person might be able to speak fluently about everyday topics but struggle with more complex or abstract discussions. In such cases, AAC can provide the support needed to express thoughts and ideas that might be difficult to articulate verbally.
The variability in communication needs poses a unique chal- lenge for educators and speech-language pathologists (SLPs) working with part-time AAC users. It requires a deep under- standing of each individual's triggers and communication pat- terns, as well as a flexible approach to AAC implementation. This also means that the AAC system must be highly customized and responsive to the user’s immediate needs, providing seamless transitions between verbal speech and AAC use. BARRIERS TO AAC ACCESS FOR PART-TIME USERS One of the significant barriers to AAC access for part-time us- ers is the prevailing belief that those who can speak do not need AAC. This misconception can lead to delays in providing neces- sary support, leaving individuals without the tools they need to communicate effectively in all situations. Additionally, there is often resistance from various stakeholders—parents, educators, and even AAC users themselves—may prioritize verbal speech over AAC, viewing the latter as a last resort rather than a com- plementary tool. This barrier is often rooted in deep-seated beliefs about com- munication and disability. For many, the ability to speak is seen as the ultimate goal of communication therapy, and the use of AAC is sometimes viewed as an admission of failure in achieving that goal. This perspective can lead to a "wait and see" approach, where AAC is withheld in the hope that speech will improve suf- ficiently to make it unnecessary. However, this approach can be detrimental to part-time AAC users, who might be left without the support they need during critical moments when speech fails them. Moreover, integrating AAC into general education environ- ments presents another significant barrier. Students may feel self-conscious about using AAC devices, fearing that it sets them apart from their peers. This concern is compounded by the dif- ficulty in motivating both students and educators to fully em- brace AAC as part of the communication repertoire, especially when verbal speech is still possible. The challenge is not only technical—ensuring that the devices are available and function- ing—but also cultural, requiring a shift in how communication is perceived and valued within the educational setting. Another barrier is the lack of awareness and understanding among educators and professionals. Many teachers and even some SLPs may not be fully aware of the benefits of AAC for part- time users or may not know how to effectively implement these tools in a classroom setting. This can lead to missed opportuni- ties for support and intervention, leaving part-time AAC users without the resources they need to succeed. THE ROLE OF ABLEISM IN AAC IMPLEMENTATION The reluctance to provide AAC to part-time users is often in- tertwined with ableism, discrimination, or prejudice against in- dividuals with disabilities. Ableism can manifest in the assump- tion that verbal speech is inherently superior to other forms of
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