How Paraprofessionals Can Advocate for AAC Training and Support
As a paraprofessional, you play a vital role in supporting students with communication needs, including those who use Augmentative and Alternative Communication (AAC). You are often one of the primary communication partners for students throughout the day. Despite playing such a critical role, many receive little dedicated time to learn AAC systems and strategies.
Time is one of the biggest barriers to effective AAC implementation across all roles in education. If you are expected to support AAC, you should also be supported with the time and resources needed to learn it. Time is a critical component in developing effective Professional Learning Communities (PLCs). A PLC consists of professionals from various disciplines who collaborate as a team to support student success. To maximize the effectiveness of a PLC, dedicated time should be provided for team members to build confidence and competence in implementing a student’s communication system. Training is essential for improving student outcomes.
Why Dedicated Learning Time Mattersđź”—
AAC is a complex communication system that requires consistent, meaningful use across environments. Students learn to use AAC most effectively when their communication method is used (modeled) regularly by the people around them.
Since paraprofessionals often spend the most time with students, your ability to model and support AAC consistently, arguably, has the most impact on student progress. Your role is critical. When you feel confident using AAC, you are more likely to create and respond to communication opportunities throughout the day. When confidence is low, those opportunities can be unintentionally missed.
Common Hesitations About Askingđź”—
It can feel uncomfortable to ask for dedicated time to learn AAC. You may worry that it will sound like complaining or reflect your competence. Others may have a preconceived notion that AAC is only the SLP’s responsibility or that the school schedule simply will not allow for dedicated time to learn. These are common concerns, and understandable. However, they should not prevent you from advocating for what students need and the best student outcomes!
Asking for support is a sign that you care enough to want to improve student access and participation. Schools would not expect staff to implement an academic program without training; AAC training should have the same intentional support.Â
What to Ask Forđź”—
When advocating, it is most effective to be specific, collaborative, realistic, and focused on student outcomes. Below are some specific items to ask or advocate for:
- Protected Learning TimeÂ
- Short, scheduled check-ins with the SLPÂ
- Opportunities to observe AAC modeling during SLP sessionsÂ
- Access to AAC training modules and videosÂ
- Time to preview target words before lessonsÂ
- Environmental SupportsÂ
- Quick reference sheets for core vocabulary and device navigationÂ
- Low-tech communication boards available throughout the schoolÂ
- A clear process for troubleshooting AAC devicesÂ
- Collaboration OpportunitiesÂ
- Time to ask questions and problem-solve in real timeÂ
- Time for team discussions to brainstorm barriers and solutionsÂ
- Time for collaboration on goals and data collectionÂ
- Opportunities for constructive, judgement-free feedbackÂ
How to Effectively Askđź”—
When requesting something, always frame your request around student needs. The time you are asking for is a large part of building a Professional Learning Community (PLC). PLCs are directly linked to student success!
- Be Specific: clear, actionable requests are easier for administrators to support.
- Be Solution-Oriented: offer ideas that are realistic and connected to existing structures.Â
- Use Simple, Purposeful Language: utilize phrases such as: student outcomes, better support, build confidence, support generalization and carry-over.
Use These Scriptsđź”—
More Formal Request Scripts
“I’d like to strengthen how I support this student’s communication throughout the day. Could we schedule 15 minutes twice a month for me to learn more about AAC strategies and modeling techniques?”Â
“I would really benefit from seeing AAC modeling in action. Would it be possible for me to observe part of a session with the SLP so I can better carry over those strategies during the day?”Â
“Could I have 5 minutes at the start of the day to review where key vocabulary is located on the student’s device? That will help me model language more naturally during activities.”Â
“I am interested in strengthening our team’s consistency in AAC use. Could we schedule approximately 30 minutes for staff to collaborate on strategies for increasing communication opportunities and building confidence with AAC across the school day?”Â
“I would value feedback on my use of AAC strategies, particularly modeling and prompting techniques. If possible, I would appreciate occasional coaching or check-ins to help ensure I am effectively supporting communication goals.”Â
Short Statements to Start a Discussion
“I want to better support communication throughout the day.”
“I’d love more opportunities to build confidence using the AAC device.”
“I want to make sure I’m helping with carryover and generalization of communication skills.”
“I’m working on being more consistent with modeling; any support or guidance would help.”
“I’d appreciate more chances to learn and practice AAC strategies as part of the team.”
“What resources do you recommend to help me learn more about AAC strategies?”
We’re Here to Help: Support Resources🔗
Advocating for dedicated AAC learning time is ultimately advocating for student communication and education access. When you as a paraprofessional are supported, students are supported.
Your SLP is a great person to ask questions to about specific students and specific scenarios. However, we know SLPs may not always have time to do more in-depth trainings and education. Our Support Hub is built for you and with you in mind.
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