So, you’ve got a communication device in your classroom...

Question: What is a communication device – and what is AAC?

Answer: AAC stands for Augmentative and Alternative Communication – this is when a person uses something other than verbal speech to communicate.

They might use body movements or gestures. They might use Key Word Sign, a computer, or another device. They might use communication books or other printed material.

Question: What would you say to any teacher or educator out there with a high-tech communication device coming into their classroom if they feel this may be overwhelming?

Answer: I would say one of the most important things to consider first is don’t worry! It's OK that it’s new, and there's no pressure on teachers to know everything about the device. It is a learning journey.

By the time this device comes to school the student and the family will already have developed so many new skills in using it. We can use that knowledge to support teachers. Teachers don’t need to feel they must be experts in every device available.

We know AAC is one of the greatest contributors to inclusion and by approaching the use of an AAC device in the classroom simply with curiosity, positivity and an open mind, we are already heading a long way in the right direction.

By collaborating with the student and family, we can set students up for success in deciding ways the device is best used, such as learning new vocabulary, supporting peer-to-peer interaction and supporting access to the curriculum.

Question: What would be your advice to get started?

Answer: Keep it simple. Set up the environment for success by having quick access to the device throughout the whole day. Little can be gained from keeping it in a bag or on a shelf.

By aiming for quality over quantity, teachers have the power to utilise their language – rich environments to model new vocabulary in new learning experiences.

By considering multi-modal communication strategies in planning, you’re already taking a step in the right direction towards embedding AAC into your student’s day.

I would also say to consider the expectations of your student using AAC.

Students with complex communication needs may require more time to process information and we must consider the juggle of all the competing factors for this student, such as sensory needs, physical needs and learning new vocabulary while trying to keep up in the fast-paced lesson.

This often means we can shift our expectations and focus on reducing some of this load by supporting AAC users to complete tasks in novel ways e.g., voice output instead of writing or oral presentations.

Question: What would be two easy steps that teachers can take when they receive a communication device in their classroom?

1. Have a play with the device! Follow a simple video, ask the student and/or family to show you what it can do. AAC users become experts in their device and they can more often show you all the tricks to use the device. Ask the AAC user what they think is the best feature of the device and you’ll gain insight into many creative ways to use AAC.
2. There is no right or wrong way to use AAC devices. If you’re modelling new vocabulary on the device, this is an opportunity for multi-modal communication to support new learning. If you’re asking your student to use the voice-output feature to share some news from the weekend, you’re aiding oral language and providing a voice for your student. If an AAC user is using the device to show a friend some funny icons, or making a joke with a funny sound, you’re supporting their social engagement with their peers.

Question: What are the most common myths you hear about high-tech communication devices and AAC?

Answer: The big myth is that high-tech communication devices and AAC will stop a child from trying to speak. But research tells us AAC won’t stop verbal language. We all communicate in so many different ways – talking, texting, gesture, emails and different languages – this is just one of those many ways we can use to communicate. There's no need to wait for a child to be “ready” for AAC. The research tells us we can use it to support language development and communicate at any stage and age.