Professional Development Session (1+ hours):
If you are lucky enough to be given time to sit down with teachers or support staff, take it! Getting everybody on the same page regarding introductory AAC information as well as basic implementation strategies is priceless. Make sure to make it informative and interactive. Basic information should include:
- What is AAC and examples of types. Bring with you any available devices and low/mid/high tech AAC examples that you can find.
- Basic implementation strategies including vocabulary, ways to elicit communication, and more.
- Why AAC implementation is important. I like to make this portion interactive by having staff attempt to communicate with a partner about something as simple as what they had for lunch or their favorite movie. One staff member can talk, one cannot talk, and one can utilize low or high tech AAC to communicate. We then discuss the activity.
- We then do a Q&A or celebrations/struggles roundtable discussion. A roundtable may also include other SLPs, parents, teachers, etc.
Classroom meeting (>1 hour):
Having a classroom or team meeting time to discuss AAC is also a valuable amount of time. While you have considerably less time than a full PD session, a lot of information can be covered in less than an hour. Again, keep this time informative and interactive:
- What is AAC and examples of types. Bring with you devices and low/mid/high tech AAC examples that are pertinent to the students that the staff work directly with.
- Basic implementation strategies including vocabulary, ways to elicit communication, etc.
- Why AAC implementation is important. I use a shortened version of the PD session activity. I ask one staff member a question that they answer. Then I ask another question to a different staff member after instructing them that they are not able to use their hands or mouth to communicate their answer. Finally, I provide a device or low-tech AAC option to a third staff member and ask them a question. A brief discussion of this follows.
- Finally a Q&A and/or brief training on the AAC used by students that the staff works directly with. This can be done as a 1-on-1 training or a group discussion and training depending on needs.
- Information about the device or other AAC that the student works with. Make sure to have the device or AAC items available during this time. This should not be when the student could be using the device – find a time before/after school or on a day that the student is absent.
- Implementation strategies pertinent to the particular student being discussed. Suggest areas and ways to integrate vocabulary and communication into the student’s current schedule and curriculum.
- Q&A about the student, their device(s), AAC creation and implementation, and device programming. Ensure that the staff member understands basic device programming if the student utilizes a voice output communication device and understands basic augmenting of curricular materials.
- What is AAC and examples of types. Send links to videos or other multimedia. Most developers of devices have free and accessible videos online.
- Basic implementation strategies including vocabulary, ways to elicit communication, and more.
- Explanation about why AAC is important and examples of success stories (again, many are available online).
- Make yourself available for Q&A through e-mail/phone/etc. Simply opening the line of communication can be a huge step forward and beneficial for students.
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