Augmentative & Alternative Communication

 AAC in the Classroom

            Augmentative and Alternative Communication (AAC) is a set of tools that are used  as communication devices for those who cannot predominantly use verbal or written word as their primary source of communication. AAC is the preferred method of communication for educators to interact with students who are with communicative disabilities. AAC can also be utilized for those with progressive conditions or for English Language Learners (ELLs). When used correctly, students should engage with AAC tools in all aspects of their lives, to help them participate in all functions of communication across different environments. This requires consistency within the classroom as well as within the home life of the student. It is important that all members of a student’s IEP committee come to an agreement on the type of AAC intervention that best suits the student, and enforce it across all environments. In the development of an IEP it is important to consider the different types of AAC that would best suit the student’s needs, No Tech, Low Tech, Mid Tech, or High Tech.

            No tech AAC devices require no tools other than a person’s body. Any sort of gesture or facial expression. Body language or vocalizations can also be useful as No Tech AAC devices. For those with hearing impairment or those who are not verbal, American Sign Language, is a popular No Tech device that can be utilized for communication. I have a non-verbal family member and I have seen her parents use fingers as options for questions. For example, if they are trying to figure out what she would like for dinner each finger would represent a different type of food. She then touches the finger that best represents he choice for dinner. This kind of No Tech AAC device would be helpful in the classroom when trying to ask a student questions that can have multiple choice answers.

            Low Tech AAC devices are any objects that do not involve technology or batteries that can be utilized for communication. These devices can range from paper communication boards or books, to magnet letter boards. Students can point to picture or hand teachers physical pictures to demonstrate the thought they have. Pen and paper can be utilized as well. In my observations of ICT classrooms during the semester of this program, I have seen many different types of Low Tech AAC devices integrated into the classroom. One particular Low Tech AAC device that stood out to me was a binder a teacher created that had different sections about Days and Months, Feelings, Math Skills, etc. and had communication boards throughout and she also created Velcro-able pictures with words that could be utilized throughout whichever lesson was being focused on. Another Low Tech AAC device I notices, which was actually utilized by the entire class, were Fundations magnetic tiles, which are used for ELA spelling lessons. These magnetic tiles can be utilized for students who need to communicate with others as well. It is important that any sort of communication board utilized the Fitzgerald Key, to color code core vocabulary words into their proper categories. The color coding provides an extra scaffold for the student as they develop their core vocabulary words.

            Mid Tech AAC devices are those devices that require batteries and usually have a fixed display. These devices are usually programmable and can have overlays and voice recording options. Examples of these types of devices are GoTalk devices or single cell devices. While I have not directly interacted with these types of devices I can see the benefit of having Mid Tech AAC devices for basic needs around the classroom. For instance, maybe having a single cell device in a stationary location for a student to ask to go to the bathroom. The GoTalk devices would be beneficial because it takes Low Tech devices and amplifies the experience to an auditory level for the students and overlays can provide activity specific layouts. I think a Mid Tech AAC device would be beneficial for earlier grades, while they are trying to develop their core vocabulary. Again, it is important to utilize the Fitzgerald Key in order to create consistency for the student.

            High Tech AAC devices are those Dynamic Display devices that are able to utilize different applications and multiple pages. These are more easily personalized to each students’ needs within their IEP. These types of devices are more conducive to helping students add fringe vocabulary to their core vocabulary to aide with language and sentence building. A huge benefit of Dynamic Display devices is the capability for Language Acquisition through Motor Planning (LAMB). This technology is organized in layers and keeps each motor plan for vocabulary words consistent, which is key in all of the types of tech in AAC. The Fitzgerald Key is still utilized to be consistent with all prior learning. Within the classroom I can see High Tech AAC devices as beneficial for those students who have many of the basic communication skills and vocabulary down pat. I think that this type of device could allow students to possibly work more independently so teachers can help other students. I definitely can see activity-based learning being beneficial on a Dynamic Display device as well. 

            In my experience through observations within several different classrooms, I have seen AAC devices used with many students, however I think that students with Autism Spectrum Disorder (ASD) greatly benefit from AAC devices. I witnessed great progress with a teacher in an ICT classroom as she was able to utilize Low Tech AAC devices personalized toward her student with ASD. I was able to see the benefit of having tactile objects and Velcro pictures and letters provided for the student and how he was able to communicate to his teacher through those tools. I like that the teacher modeled how to utilize the Low Tech AAC devices for her student, so that he could understand how to utilize the AAC device to his benefit. When she would ask him a question, she would use the tool to communicate with him while she verbalized the question. I can see great value in Low Tech AAC devices because you can make copies, and have one for school and one for home use. You can teach parents how to use the tools at home and they do not need to worry about technological difficulties or devices being broken or lost. As an educator you could also have a site where families can download and print Low Tech AAC devices at home if they need a replacement.

            When I become a Special Education teacher I definitely would like to utilize all different types of AAC devices to ensure I meet the needs of all my students. I can see a time and place for each type of AAC device and how they can best benefit a student. I see how important it is to ensure that all members of the IEP development team understand what AAC devices will best suit the student with their needs and that it is important to ensure these devices are utilized even outside the classroom environment. I will remember that consistency is key when transitions between devices so that my students will not lose any progress made with their tools. I look forward to creating and implementing these great devices within my classroom.