going each time they left the house. Keeping it simple and al- lowing for repetition not only gave our kids opportunities to practice but also built confidence and competence in staff and parents to be able to get to know their child’s communication program and provide models. Having a core word focus really seemed to be going well. Staff were feeling more confident modeling and we were see- ing more communication from students as well. That first year, averaging 2 words per unit, we covered 4- 6 words per month, for a total of 30+ words for the entire school year! What we were finding the next school year was we had students coming in day one with their own devices and had already had familiar- ity with many of the core words we had focused on as well as staff who were much more confident and efficient in modeling on their devices. As our knowledge about their programs and about our kids as communicators grew, we learned what voices felt right for kids to be motivated to communicate. While we
YouTube Video: This is a video example of a book reading that was sent home to families to watch and practice modeling on the AAC. https://www.youtube.com/watch?v=3M57Eqv9F0E
AAC IN ACTION: THINGS OUR STUDENTS HAD TO SAY
This is a student who is hoping for more Cheetos at snack time.
This student is expressing his opinion on Oreos.
This is from a student letting us know he didn’t want to be outside any longer.
This student is requesting to swing.
42 https://www.closingthegap.com/benefits-of-membership/ | February / March, 2025 Closing The Gap © 2025 Closing The Gap, Inc. All rights reserved.
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