Paraprofessionals and AAC: Where Do I Fit In?

There are many ongoing discussions about the role and responsibilities of paraprofessionals in supporting students who use AAC (Augmentative and Alternative Communication). As a paraprofessional, your role is to assist students in participating in academic, social, and daily functional activities. You help carry out strategies and support plans developed by teachers and specialists so students can access the curriculum and participate as independently as possible. 

For students who use AAC, their communication device is an essential part of accessing learning and interacting with others. The device is not simply a tool; it is their voice and language system. Imagine trying to learn in a classroom where everyone speaks a different language, but you were never given a dictionary or translation support. AAC users may face similar challenges when they do not have consistent support in using their communication system. As a paraprofessional, you can help bridge that communication gap by supporting and encouraging the student’s use of AAC throughout the school day. 

Below, we will review some common questions and strategies related to supporting AAC users in the classroom. 

Is Modeling or Using Aided Language Stimulation Teaching?🔗

Modeling or Aided Language Stimulation is not considered teaching; it is talking to the student using their language. You say the words out loud while you simultaneously touch them on the device. As a child learns to say new words, they watch their parents/caregiver’s mouth to figure out how to say sounds. A student who uses a communication device needs to learn the same way by watching you navigate the device to find important words.

By modeling within the classroom environment, you are helping to improve and support the following areas:

  • Language development – builds understanding of vocabulary, grammar, and sentence structure
  • Communication skills – supports expressing wants, needs, ideas, and comments
  • Receptive language – helps students better understand what is being said
  • Expressive language – increases ability to use the AAC device to communicate
  • Vocabulary growth – exposes students to new words across activities
  • Social/pragmatic skills – supports turn-taking, commenting, and interacting with peers
  • Engagement & participation – helps students take part in lessons and routines
  • Independence – builds confidence in using the AAC device without prompts
  • Motor planning (AAC use) – strengthens familiarity with where words are on the device

Common Questions Asked by Paraprofessionals🔗

How can I model when I don’t have time to learn where everything is?

Modeling can become second nature if you are familiar with the device. But how do we become familiar when the child needs continuous access to the device or multiple students have different devices and programs? 

Ask for Training 

  • Ask your SLP to sit down with you and show you the app. Learning about the app and its layout will help you understand why certain vocabulary is programmed in certain places. 
  • If you need more assistance, reach out to our SLP Empowerment Team or find an overview of the speech app on the Support Hub Speech App Guides page. 
  • Ask your SLP if they have access to this communication system.  Some apps are available to SLPs for free via professional licenses, or they may have an in-house iPad that has the communication app.

Use App Features

  • Search Feature – Each communication app has a search feature that is programmed into the app to help you locate words. Using this feature together is a great way for everyone to learn.
  • Use the Home Page – The homepage of most apps comes pre-programmed with a lot of core vocabulary. This vocabulary makes up 80% of the words we say.  If you are unsure of where to go, stay on this page and model these important words. 

Whose job is it to program/add new vocabulary?

AAC and programming AAC are team sports. Different districts and Speech Therapists will have varying opinions. Some schools have paraprofessionals program devices; other schools rely only on the speech therapists.

There are pros and cons to both sides, which is why this should be a team approach. In some districts there may be one SLP that works in numerous schools, or they may have a very large caseload. This means that they may not always be able to program words/phrases that are necessary for the student to participate in their academic lessons.

First, talk to your SLP and teacher. Decide which one of you will be programming vocabulary.

Here are some strategies for different scenarios:

If you (the paraprofessional) are the one programming vocabulary:

  • Ask for training. Sit down with the SLP so they can show you how the steps.
  • Reach out to the SLP Empowerment Team or find instructions on how to add or remove vocabulary from each of the speech apps on the Support Hub Speech App guides page.
  • Have curriculum meetings with the teacher and SLP to find out what topics will be taught in the coming week/month.
    • Work with the SLP to determine the best place to program those words/phrases.

Communication apps are set up based on evidence-based research; it’s best not to add or delete words on the homepage that already exist.

If the SLP is programming:

You as the paraprofessional have intimate knowledge of what is on the device and what your student is missing from the device. The SLP relies heavily on you as the paraprofessional to share if and when there are any gaps.

  • Keep track of what words/phrases need to be added to the device. Share that information with the SLP.
    • Keep a Google Doc.
    • Use Post-It notes.

What if the student isn’t using the device the way they should?

Students go through various stages of language development when learning to use the communication device. Some students may not be using the device at all while other students might be very possessive or constantly talking with their device. If you have any questions or concerns, always share them with the SLP.

To learn more about language development with AAC check out the following resources from our Support Hub:

What if the device breaks?

Accidents happen, and we know that devices break! Every QuickTalker Freestyle, whether it is in the experience phase or has been completely funded, comes with a warranty. That warranty allows us to replace the device should something happen. If the device or case breaks, let your SLP and the family know so they can submit a claim to get a replacement.

If the device or the app is not working properly, always let the SLP at your school know right away. If you or another member of the team needs help with troubleshooting or have any questions, please reach out to our AbleCare Support Team.

Conclusion🔗

Paraprofessionals play a vital role in supporting students who use AAC by helping them access communication, learning, and meaningful participation throughout the school day. Through consistent modeling, collaboration with teachers and SLPs, and a willingness to learn about the communication system, paraprofessionals help create an environment where students can express themselves, build independence, and connect with others.

Supporting AAC users is truly a team effort, and your daily interactions, encouragement, and observations make a lasting impact on a student’s success both academically and socially. By continuing to ask questions, seek training, and advocate for communication access, you are helping ensure that every student has a voice that is heard and valued.

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