Kicking Down Barriers for AAC Use in the Classroom
Supporting AAC users can sometimes feel challenging. Educators and school support staff often encounter barriers like communication partners feeling unsure of how to use the device. The good news is many of these barriers have simple, practical solutions.
This guide highlights common AAC challenges that many classrooms encounter and provides solutions to help ensure AAC use throughout the school day.
|
Barrier |
Solution |
|---|---|
|
Device not charged |
Establish daily charging routines and charging stations. |
|
Unsure of what to model |
Pick one word to model a day or a week. Ask SLP for activity ideas. |
|
Student “not using it” |
Increase modeling, reduce pressure to respond, and make opportunities fun and meaningful. |
|
Limited vocabulary |
Expand vocabulary by modeling new words or adding on to what the student already says. If the student selects “eat” for any and all snacks, begin modeling “eat + (food).” |
|
Device difficult to use in some places |
Use low-tech solutions like core boards or symbol cards. Think about accessories for the device to make it more portable like shoulder straps or mounts. |
|
Student only requests |
Intentionally model other functions of communication and set up opportunities for things like commenting, greeting, or protesting. |
|
Student talks during quiet times |
Provide and teach clear expectations. Teach when it is appropriate to “talk” and when to be quiet and listen. |
|
Student stims on device |
Create stimming friendly times and places and try to naturally respond! Stimming often serves a purpose. |
|
Overwhelmed by different systems |
Focus on shared core words across all devices. |
|
Device is too complicated to navigate |
Focus on one word at a time. Start with modeling words on the homepage. |
|
Fear of “doing it wrong” |
Model mistakes to help the student learn how to repair them. |
|
Using device for other things |
Turn on Guided Access. A dedicated device means unrestricted access. |
AAC implementation does not have to be perfect to be effective. By focusing on solutions rather than barriers, educational teams can create an environment where communication is valued by ensuring devices are available, that communication partners model language and student’s communication attempts are recognized and validated. Small, consistent actions can make a meaningful difference in helping AAC users feel supported, included, and empowered to participate throughout their school day.
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