Developing a Plan for a Student with a Assistive and Augmentative Communication Device in the Classroom

 Children with different physical or developmental disabilities may have assistive devices that help them in a variety of ways. One common device for a student without verbal communication skills is to use a communication device. If a teacher is unfamiliar with these devices it is important they seek out guidance, so they can best support their student. A colleague and I put together some tips and tricks when it comes to assisting a student with a communication device.  

Tip 1

Find out the level of independence the student communicates with their Assistive and Augmentative Communication Devices (AAC). Many Students are in the process of learning and support within the classroom Environment can be life-changing  

Tip 2

If a Caregiver hasn't reached out to you - then reach out to the caregiver to find out how you can support a student's communication goals

Tip 3

Interprofessional collaboration with a Speech Language Pathologist(SLP) and/or A behaviour therapist is key to the student's success. 

Tip 4

If you see a student who is struggling and doesn't have an AAC device try to make an internal referral.

Tip 5

Reach out to the family and see how you can support the child's needs. An easy way to get started is with matching visuals around the classroom. 

(Klein & Reiterer 2021)



It is important that proper assessments, training, and implementation of assistive technology devices are done, so students can successfully use these devices within the classroom setting. Assessments for communication devices are usually done by an SLP. Training and implementation are done with either an SLP or a behavior therapist. Both are generally happy to talk through expectations and goals with a teacher and may even provide some training. 

Communication devices have been shown to increase verbal language, developmental skills and motivation, and engagement. It is super important that these devices are recognized and implemented into the curriculum. (Ganz et al., 2011)  

Proloqou2go in action 


References
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Ganz, J. B., Earles-Vollrath, T. L., Heath, A. K., Parker, R. I., Rispoli, M. J., & Duran, J. B. (2011). A meta-analysis of single case research studies on aided augmentative and alternative communication systems with individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(1), 60–74. https://doi.org/10.1007/s10803-011-1212-2

Taylor, M. S., Lohmann, M. J., & Kappel, A. (2020). Using assistive technology to support science instruction in the Inclusive Elementary Classroom. Journal of Special Education Technology, 37(1), 143–150. https://doi.org/10.1177/0162643420947826


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