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 Matters🔗

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 support staff 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 Asking🔗

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. 

What to Ask For🔗

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: 

1. Protected Learning Time 
   • Short, scheduled check-ins with the SLP 
   • Opportunities to observe AAC modeling during SLP sessions 
   • Access to AAC training modules and videos 
   • Time to preview target words before lessons 
2. Environmental Supports 
   • Quick reference sheets for core vocabulary and device navigation 
   • Low-tech communication boards available throughout the school 
   • A clear process for troubleshooting AAC devices 
3. Collaboration Opportunities 
   • Time to ask questions and problem-solve in real time 
   • Time for team discussions to brainstorm barriers and solutions 
   • Time for collaboration on goals and data collection 
   • Opportunities for constructive, judgement-free feedback 

How to Effectively Ask🔗

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. 
• Use Simple, Purposeful Language: utilize phrases such as: student outcomes, better support, build confidence, support generalization and carry-over.

Use These Scripts🔗

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 part of the team 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.