School Support Staff’s Guide to Making Grade-Level Learning Accessible🔗

Learning can’t happen without communication. No matter what lesson or activity the classroom is doing, the AAC device should be accessible to the user at all times.

AAC provides students with opportunities to:

• Learn new language
• Demonstrate knowledge
• Interact with peers
• Participate in classroom activities

What Does Accessible Learning Look Like?🔗

Making grade-level content accessible means presenting the same information while adapting how it is presented and how the student participates.

Participation looks different for everyone. Our goal is to ensure students have access to participate, not to lower expectations or exclude them from activities.

Adapt how students participate, not whether they participate.

Participation Can Look Different🔗

The AAC device does not have to be the only way a student participates.

For example:

• If the class is completing a multiple-choice worksheet, a student may point to or circle an answer instead of using their device.
• If the goal is demonstrating academic knowledge, any effective response method may be appropriate.
• If the goal is listening and learning, participation may simply involve attending to instruction while communication partners model language.

The goal is always access and participation.

New skills should be introduced when individuals are regulated, calm, and ready to learn, not during moments of significant dysregulation.

The Power of Modeling🔗

One way to ensure learning is taking place, even when a student is not actively using their device, is through modeling.

Modeling, also known as aided language stimulation, is an evidence-based strategy that involves pointing to words on the AAC device while speaking.

AAC is like learning a new language. In order to learn it, students need to hear it and see it used by others.

Start Small🔗

Modeling can feel overwhelming at first.

You can begin by selecting just one or two key words at a time. These are often core words that can be used across many activities and settings.

Examples include:

• Want
• More
• Go
• Help
• Look

Using Core Words Across Subjects🔗

Core words are powerful because they can be used in many contexts.

For example, the word go can be modeled throughout the day:

• During English language arts
• During math
• During science
• During morning meeting

Repetition helps students learn and become more familiar with language on their device.

In addition, use these strategies to help you prepare for lessons throughout the day:

• Taking the AAC device out and making it available as soon as the student arrives.
• Reviewing upcoming lessons.
• Finding important vocabulary before instruction begins.
• Locating pages that may support upcoming activities.

For example, if money will be taught in math, locate the money page and related vocabulary before the lesson starts.

AAC in Reading and Language Arts🔗

AAC can support:

• Phonics instruction
• Reading comprehension
• Shared reading
• Story discussions

Helpful vocabulary may include:

• Who
• What
• Here
• There
• Feelings words
• Action words

If specific vocabulary is unavailable, core words can often be used to describe story concepts.

AAC users benefit from learning a variety of communication functions.

AAC in Writing🔗

Writing activities often include:

• Spelling
• Writing prompts
• Dictation

Support students by:

• Providing access to the keyboard page
• Allowing students to compose responses using AAC
• Writing down exactly what students communicate through their device

AAC can also support writing concepts such as letter formation and word finding.

Examples include:

• Stop
• No
• Don’t do that

AAC in Math🔗

Math provides opportunities to support vocabulary related to:

• Numbers
• Shapes
• Counting
• Money
• Operations

Core words can help explain math concepts:

• Addition = “make more”
• Subtraction = “take away”

Word problems are also excellent opportunities for modeling language.

Examples include:

• This is too loud
• I don’t like it

AAC in Science🔗

Science naturally encourages:

• Describing
• Observing
• Sharing information
• Asking questions

Useful vocabulary includes:

• Look
• See
• In
• Out
• Again

When specific scientific terms are unavailable, use core words to describe them.

AAC absolutely belongs in gym class.

Examples include:

• I’m tired
• Scary
• I feel sick

AAC in Social Studies🔗

Social studies often involves:

• Reports
• Presentations
• Geography
• History
• Traditions

Planning ahead and identifying key vocabulary can make participation easier.

If a specific term is unavailable, help students describe concepts using words already available on the device.

Remember the Importance of Wait Time🔗

AAC users often need additional processing time.

Students may need time to:

1. Hear the question.
2. Think about the answer.
3. Plan their movement.
4. Locate vocabulary on the device.

Avoid repeating questions too quickly, as this can interrupt the student’s thinking process.

Understanding AAC Exploration and “Babbling”🔗

Some beginning AAC users may appear to be “playing” on their device.

In reality, this is often AAC babbling, an important stage of language development.

AAC babbling allows students to:

• Explore vocabulary
• Learn motor patterns
• Build familiarity with the device

Instead of stopping exploration:

• Never remove or mute the device.
• Allow time for independent exploration.
• Validate communication.
• Teach turn-taking.

What If a Student Isn’t Using Their Device?🔗

AAC learning takes time.

Even when students are not using their devices expressively, they are still learning by watching others model language.

Continue to:

• Celebrate communication attempts
• Model consistently
• Encourage communication
• Accept all communication methods

Collaboration is Essential🔗

Successful AAC implementation requires teamwork.

Collaborate with:

• Classroom teachers
• Special education teachers
• SLPs
• Other support staff

Ask about:

• Upcoming lessons
• Vocabulary needs
• Programming requests
• Participation opportunities

Remember: therapists are there to support you, not judge you.

Key Takeaways🔗

• Communication opportunities exist in every lesson.
• Participation can look different for every student.
• Modeling helps AAC users learn language.
• Core words can be used across all subject areas.
• Wait time is essential.
• AAC exploration is part of language development.
• Collaboration strengthens AAC implementation.
• The goal is always inclusion, access, and participation.

When AAC is available, modeled consistently, and integrated into classroom instruction, students have greater opportunities to access grade-level learning, communicate effectively, and participate alongside their peers.