communication. This belief can lead to the marginalization of AAC as a less desirable option, even when it could significantly improve an individual's quality of life. For part-time AAC users, this ableism can be particularly harmful. It may lead to a situation where their need for AAC is dismissed or downplayed, especially if they can speak reason- ably well most of the time. This can result in these individuals being forced to rely on speech in situations where it is not ef- fective, leading to frustration, communication breakdowns, and social isolation. Ableism can also be seen in the attitudes of some educators and professionals who may prioritize speech over AAC, even when it is clear that AAC would benefit the user (Donaldson, et al., 2019). This can create a situation where part-time AAC users are not allowed to fully explore and utilize AAC, limiting their ability to communicate effectively in all situations Challenging these ableist assumptions is crucial in ensuring that part-time AAC users receive the support they need. This involves recognizing that all forms of communication are valid and that the ultimate goal should be successful communication, not necessarily speech. It also requires a broader societal shift in how we view disability and communication, moving away from a deficit model that focuses on what individuals cannot do, to- wards an inclusive model that values all forms of expression. EDUCATIONAL STRATEGIES FOR SUPPORTING PART- TIME AAC USERS To support part-time AAC users, it is essential to develop strategies that address their unique needs. These strategies should begin with a thorough evaluation process that involves the potential AAC user, their family, educators, and SLPs. The evaluation should identify communication breakdowns and de- termine when and where AAC is most beneficial. This collabo- rative approach ensures that the AAC system is tailored to the individual's needs and that all stakeholders are on board. A key component of this evaluation involves referring to the Communication Bill of Rights (Brady et. al, 2016). Any rights that the individual does not have access to should be identified as an area of need. SLPs should continue to support communicators to consider AAC whether they need support to “request desired objects, actions, events, and people,” or if they demonstrate dif- ficulty with “clear, meaningful, and culturally and linguistically appropriate communications. ” Both are rights. Neither should be weighted over the other as a means to provide AAC or not provide AAC. If someone can ask for chips, but can not com- municate with the world around them for pleasure, education, or business then SLPs and educators should support the speak- er for possible AAC use. A recent study showed it is possible to have insurance fund an AAC device for a part-time AAC user based on their need to access those rights (Koerner, et al., 2023).
Stakeholders must identify the specific contexts in which AAC is most needed. For instance, some users may find that their need for AAC is situational, such as in noisy environments or during times of stress. Others may require AAC primarily for certain types of communication, such as discussing complex or abstract topics. By identifying these specific needs, educators and SLPs can design an AAC system that is both effective and unobtrusive, allowing the user to switch between speech and AAC as seamlessly as possible. Incorporating AAC into daily activities across all environ- ments is crucial for reducing stigma and promoting acceptance. Light-tech AAC options and text-to-speech tools should be made available to all students, not just those who are not speak- ing. By normalizing the use of AAC in various settings, educators can create an inclusive environment that supports all communi- cators. This can be achieved by integrating AAC into classroom activities, encouraging all students to use AAC devices or apps during certain lessons, and modeling AAC use as a natural part of communication. Furthermore, modeling AAC use is a vital part of the imple- mentation process. Educators, parents, and peers should be trained to model AAC in a variety of contexts, demonstrating how it can be used effectively alongside verbal speech. This modeling should be done in a way that is responsive to the user's needs, particularly when they are feeling regulated and receptive. For example, during a classroom discussion, a teach- er might model how to use an AAC device to ask a question or make a comment, showing students that AAC is a valid and valu- able tool for communication. THE IMPORTANCE OF FAMILY BUY-IN AND CONTINUOUS SUPPORT Family buy-in is critical to the success of AAC implementa- tion for part-time users. Educators and SLPs must work closely with families to address any concerns and to provide ongoing support as the AAC system is integrated into the user's life. This support includes teaching literacy and spelling skills, offering opportunities for interaction with other AAC users, and ensur- ing that the AAC system is personalized with vocabulary that is meaningful to the user. One of the challenges in achieving family buy-in is address- ing concerns about the impact of AAC on speech development. Many parents worry that introducing AAC might discourage their child from speaking or lead to a reliance on the device. However, research has consistently shown that AAC does not impede speech development; in fact, it can often support and enhance verbal communication by reducing the pressure to speak and providing a means of communication when speech is difficult or impossible. In addition, advocates for AAC can con- tinue to ensure that all modes of communication are honored and oral speech is not valued above communication with AAC.
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