I Graduated, Now What?

she does not text or make phone calls. Coffee Hour addresses this challenge by providing a relaxed, informal setting that makes it easy to maintain connections, even during busy times or with people who are geographically distant. During the summer, when there is a break from other programs such as Out and About and Book Club, Coffee Hour becomes a key opportunity to stay socially engaged. Virtual gatherings are scheduled at convenient times for both therapists and key participants, and a Zoom link is provided for regular meetups. The casual format encourages stress-free interactions, with participants invited to bring topics, questions, or personal insights to share. Fun elements, like sharing favorite drinks or interesting facts, enhance engagement and help strengthen social bonds. 3. Speech Therapy Groups are designed to promote social engagement among AAC users by facilitating interactions with both familiar and unfamiliar partners in a supportive, structured environment. These groups aim to help AAC users enhance their communication skills and build confidence through guided sessions. The groups allow multiple therapists to collaborate, offering a variety of perspectives. The sessions are flexible, accommodating different communication styles and individual needs. Participants engage in activities that encourage participation, build social skills, and provide opportunities to connect with new partners, helping to foster adaptability and confidence. KEY TAKEAWAYS The combination of social media engagement, Coffee Hour, and speech therapy groups offers Sidney a variety of ways to stay connected, practice her social skills, and build meaningful relationships. Each of these efforts creates an environment where Sidney can interact with others at her own pace, allowing her to develop and refine her communication abilities in both familiar and new contexts. By engaging with social media, Sidney can create personalized conversations that reflect her interests and communication style, while Coffee Hour provides a relaxed and informal space to maintain relationships despite distance. Meanwhile, speech therapy groups foster social engagement in a collaborative and structured setting, helping Sidney interact with a diverse group of individuals. Together, these opportunities ensure that Sidney has the tools and support to continue growing socially, boosting both her confidence and her sense of connection with others. Related Reading: “Social Media has Opened a World of ‘Open Communication’: Experiences of Adults with Cerebral Palsy who use Augmentative and Alternative Communication and Social Media" (Caron & Light, 2016). This research explores how social media facilitates open communication and enhances social connections for adults with cerebral palsy who use AAC. It highlights the empowering potential of social media, similar to the initiatives implemented

for Sidney, in creating a sense of belonging and community.

CONCLUSION: EMPOWERING AAC USERS BEYOND GRADUATION Graduating from the structured environment of school can be both exciting and overwhelming, especially for individuals with complex communication needs who use augmentative and alternative communication (AAC). Sidney Daswick’s journey after graduation demonstrates how AAC users can continue to grow in educational, social, and community settings beyond the classroom. Through various tailored opportunities—such as engaging with social media, participating in the Out and About group, tutoring at a local school district, and attending Coffee Hour—Sidney has found meaningful ways to practice communication, build relationships, and contribute to her community. These activities provide Sidney with a supportive, adaptable framework to continue developing her skills, maintain connections, and thrive in both familiar and new environments. Sidney's story highlights that each individual with complex communication needs is unique, requiring personalized support to foster growth across educational, social, and community areas. Just as Sidney has navigated this journey with customized approaches, others can also follow a similar path, shaped by their individual goals and interests. Support for AAC users must be flexible and responsive, offering diverse opportunities for connection, learning, and engagement. By creating experiences that reflect each individual’s strengths and needs, we can empower AAC users to pursue ongoing growth and integration into the community. Sidney’s experience demonstrates the potential for lifelong learning and social engagement, reminding us that the journey of development and connection does not end after school—it evolves into new opportunities for educational, social, and community involvement. REFERENCES Ballin, L., Balandin, S., Togher, L., & Stancliffe, R. J. (2009). Learning to use augmentative and alternative communication (AAC): Is there a mentoring role for adults experienced in using AAC? Disability and Rehabilitation, 31(2), 122-129. Caron, J., & Light, J. (2016). “Social media has opened a world of ‘open communication’”: Experiences of adults with cerebral palsy who use augmentative and alternative communication and social media. AAC: Augmentative & Alternative Communication, 32 (1), 25–40. Cooper, L., Balandin, S., & Trembath, D. (2009). The loneliness experiences of young adults with cerebral palsy who use alternative and augmentative communication. AAC: Augmentative & Alternative Communication, 25 (3), 154–164.

Tobii Dynavox. (2022). DAGG-3 Communication Tool.

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