Communication Happens Everywhere🔗

This session focuses on how school support staff can empower AAC users beyond the classroom by integrating communication opportunities throughout the entire school day.

We’ll explore how to promote participation during:

• Specials
• Transitions
• Recess
• Meals
• Assemblies
• Life skills activities

We’ll also discuss practical strategies such as:

• Modeling core words
• Incorporating AAC into natural contexts
• Adapting activities so students can actively participate throughout their day

Why School-Wide AAC Support Matters🔗

The biggest thing we want you to know is that communication happens everywhere.

Communication is not limited to designated teaching time or individual therapy sessions. Students who use AAC communicate all day long, and every environment provides opportunities for language learning and participation.

As a school support staff member, your role is to ensure students have access to participate in those environments. Participation looks different for everyone.

Our goal is not to lower expectations or exclude students from activities. Instead, we want to adapt how students participate, not whether they participate.

A key takeaway: Adapt how students participate, not whether they participate.

Every student can be an active participant, even if participation looks different from one student to another.

Modeling: A Powerful Tool🔗

One of the most effective ways to support participation is through modeling.

Modeling, sometimes called aided language stimulation, is an evidence-based strategy used to support AAC users’ language development.

AAC is like learning a new language. In order to learn that language, students need to hear it and see it being used by the adults around them.

Modeling involves using the AAC device while you speak. This helps students learn:

• Where words are located
• What symbols represent
• What written words look like
• When words are used

For example, you might say, “I want more.” and simultaneously select ” more” on the device.

You don’t have to model every word. Often, selecting one key word is enough.

Modeling Tips🔗

Here are some quick tips for successful modeling experiences.

Start Small🔗

Modeling can feel overwhelming at first. That’s okay.

Start with:

• One or two words
• Words you can easily find
• Core vocabulary that appears frequently

Show Don’t Test🔗

Modeling is not a quiz.

The goal is not to test students or make them produce specific responses. Instead, the goal is to show them how language works on their communication system.

Accept All Forms of Communication🔗

Students may communicate through:

• AAC devices
• Gestures
• Pointing
• Facial expressions
• Vocalizations

All communication attempts should be recognized and respected.

Remember: Mistakes are Okay🔗

Nobody models perfectly.

If you make a mistake, simply model how to fix it: Try saying, “Oops, I made a mistake. Let’s go back and try again.”

This teaches students that mistakes are normal and that communication problems can be repaired.

Using Core Words Across School Settings🔗

Core words are often the easiest place to start because they can be used anywhere.

Examples include:

• More
• Help
• Go
• Look
• Like
• Stop

One core word can be modeled across multiple environments and activities throughout the day.

AAC in Gym🔗

AAC absolutely belongs in gym class.

Students can use AAC to:

• Cheer on peers
• Describe actions
• Request activities
• Participate socially

Helpful vocabulary may include:

• Go
• Stop
• Fast
• Slow
• Run
• Walk
• Kick
• Push

AAC in Music🔗

Music provides opportunities to:

• Comment
• Describe
• Request songs
• Participate in performances

Examples include:

• Loud
• Slow
• Fast
• Play
• Stop
• I like that
• I don’t like that

AAC in Art🔗

Art encourages communication through:

• Choosing materials
• Requesting colors
• Describing artwork
• Making comments

Don’t let concerns about messes prevent AAC use. Devices can be cleaned, and low-tech options are always available.

AAC in the Library🔗

Students can use AAC to:

• Choose books
• Share opinions
• Participate in reading activities
• Comment on stories

Reading should be enjoyable, and students should have opportunities to express preferences and opinions.

AAC Beyond Classrooms🔗

There’s plenty of structured time during the day, but what about those unstructured moments? AAC belongs there too!

Hallways and Transitions🔗

Transitions offer valuable opportunities for:

• Social interaction
• Greetings
• Sequencing
• Self-regulation

AAC can also help support students who find transitions challenging.

Recess🔗

Recess is one of the most important social times of the day.

Students can use AAC to:

• Invite peers to play
• Make comments
• Request activities
• Build friendships

The goal is access. The device should be available when students want or need it.

Cafeteria🔗

Meals provide opportunities for:

• Social conversation
• Making choices
• Expressing preferences
• Self-advocacy

Useful vocabulary includes:

• Eat
• Drink
• More
• All done
• Yummy
• Hungry
• Thirsty

Assemblies🔗

Assemblies provide opportunities to:

• Comment
• Cheer
• Ask questions
• Self-advocate

Students should have access to vocabulary for participation and for communicating needs, such as:

• I need a break
• I want my headphones

Functional and Life Skills Activities🔗

AAC can support:

• Cooking
• Activities of daily living (ADLs)
• Work-based learning
• Community experiences

These activities help students learn skills they will use beyond school and into adulthood.

Collaboration is Key🔗

Successful AAC implementation requires teamwork.

Collaborate with:

• Teachers
• SLPs
• Occupational therapists
• Physical therapists
• Behavior specialists

These professionals can help with:

• Programming vocabulary
• Device access
• Positioning
• Sensory supports
• Communication strategies

Key Takeaways🔗

• Communication happens everywhere.
• AAC should go wherever the student goes.
• Model language throughout the day.
• Use core vocabulary across settings.
• Create opportunities for social interaction.
• Support communication, not just task completion.
• Start small and build confidence over time.
• Focus on participation, inclusion, and independence.

When communication is supported everywhere, students can participate everywhere.