AAC Awareness Month

Established in October 2007 by ISAAC's LEAD Project Committee, International AAC Awareness Month began with 13 participating countries and has since grown in reach and impact. Now observed globally every October, its mission is to heighten awareness of augmentative and alternative communication (AAC) and educate the public about diverse communication methods employing AAC devices. Activities differ worldwide, encompassing awareness days, social gatherings like teas and open houses, fostering a strong sense of community. International collaborative initiatives, such as story collections, videos, and music, serve as vibrant platforms for promoting AAC awareness. This year the theme is “Say what? Sharing your most memorable moments with AAC.”

Augmentative and Alternative Communication (AAC) refers to the way we communicate in ways other than verbal speech. For individuals with severe disabilities, we must delve deeper into how ideas are expressed using a range of tools and strategies within AAC systems comprised of no-, low- and high-tech strategies and devices. As part of multidisciplinary teams, we also consider how to help students develop the language and literacy skills needed to access their curriculum and become independent communicators. This month we've highlighted a few resources for learning more or tools you can use today.

We also dedicate this month's newsletter to Rick Creech who was the PaTTAN Consultant who assisted with PaTTAN's Short-term Loan Program for many years and was a passionate advocate for communication. In his speech to Congress in 2017, he shared, "There can be no social engagement with others without interactive communication." His words and the fundamental communication rights outlined by the National Joint Committee for the Communication Needs of Persons with Severe Disabilities are powerful reminders of the importance of communication. A picture-supported accessible version of the Communication Bill of Rights is also available.

The 40-minute video below was from the Project MAX Summer Institute in 2014 when Rick presented on the importance of vocabulary. The transcript is available at http://bit.ly/rickcreech.

In this edition, we will explore five valuable tips for seamlessly integrating Augmentative and Alternative Communication (AAC) strategies and devices into classroom activities. AAC can empower students with communication challenges to actively participate in the learning process, fostering inclusion and academic growth.

Tip 1: Start with Individual Assessment

Before implementing AAC strategies, it's essential to assess each student's unique communication needs and preferences. Collaborate with speech-language pathologists and other specialists to create tailored AAC solutions that align with each student's abilities and goals. This personalized approach lays a strong foundation for successful integration.

Tip 2: Foster Communication Partner Awareness

AAC isn't solely about students using devices; it involves everyone in the classroom. Educate teachers, paraprofessionals, and classmates about the AAC tools being used and encourage them to interact with AAC users actively. Promote patience, understanding, and inclusive practices to create a supportive communication environment.

Tip 3: Consistent Modeling

Consistency is key when teaching AAC. Model AAC device use regularly during lessons, conversations, and daily activities. By demonstrating how to use the devices effectively, you provide students with valuable examples to imitate and reinforce their learning.

Tip 4: Implement AAC Across Curriculum

AAC integration should go beyond communication alone. Incorporate AAC devices and strategies into various subjects and classroom activities. Whether it's through written assignments, interactive presentations, or group discussions, encourage students to use their AAC tools to express thoughts and engage with academic content.

Tip 5: Encourage Peer Interaction

Promote peer interactions that involve AAC users. Assign peer buddies to work with AAC students on group projects, encourage collaborative activities, and organize inclusive games or discussions. These experiences not only enhance social skills but also provide opportunities for AAC learners to practice communication in real-life scenarios.

AAC systems offer a range of vocabulary depending on the needs and abilities of those using them, which can be limiting and frustrating for everyone. However, beware of the providing "words from heaven" (a term shared by Dr. Caroline Musselwhite) that are only available during unit lessons, never to be seen again. Using the law of parsimony, be judicious about what must be added (and kept because it's used often) versus what can be described (e.g., chlorophyll... green, from plants, sun). The suggested common vocabularies below can enhance communication and support AAC users in effectively participating in the curriculum examples provided for each AAC integration tip.

Simple Ideas for using common vocabulary in various activities might include...

• In the elementary science class, AAC users can have common vocabulary related to animals, plants, and nature, such as "animal," "tree," "flower," "sun," and "water."
• AAC users can introduce basic communication phrases such as "hello," "thank you," "I like," "help," and "more" to foster positive interactions during the "AAC Buddy of the Week" activity.
  
• While modeling storytelling in language arts, teachers and AAC users can use phrases like "Once upon a time," "I see," "I think," "I like," and "The end" to engage students in storytelling. Take it to the next level by having them ask, "What next?"
  
• While creating visual schedules in art class, AAC users can include vocabulary like "art," "colors," "paint," "draw," "make," "create," and "fun" to express their artistic interests.
  
• AAC users participating in the "Communication Scavenger Hunt" can use vocabulary like "find," "show," "tell," "look," "point," "that," "there," and "where" to communicate with their peers.
  

• During middle school social studies, AAC users can incorporate historical vocabulary like "history," "past," "famous," "exploration," and "continent" into their communication boards.
• In activities focused on developing self-advocacy and self-determination, AAC users can employ phrases like "I feel," "I need," "I understand," "I'm sorry," and "I listen" to practice empathetic and inclusive communication.
  
• In science experiments, teachers and AAC users can model phrases like "Let's try," "What if," "I observe," "I compare," and "I conclude" to guide students through the scientific process.
  
• During math lessons, AAC users can incorporate math-related terms such as "add," "subtract" (take away), "multiply," "divide," "problem," "solution," and "equals" into their communication boards.
  
• During "Group Storytelling," AAC users can contribute by saying words like "begin," "next," "then," "suddenly," "problem," "solution," and "end" to help build the story.
  

• In high school literature classes, AAC users can use (or describe) literary terms not found in their devices, like "character" (person), "plot," "theme," "symbolism" (stand for), and "metaphor" (similar, 'same but different' or 'idea like' for simile) to engage in discussions about literary texts.
• During "Communication Awareness Week," AAC users can use phrases like "I want to say," "I need your support," "I appreciate," "I am capable," and "I can explain" to convey their experiences and needs.
  
• In debate club meetings, modeling persuasive communication can include phrases like "I believe/think," "I disagree because," "Furthermore," "In conclusion," and "What is your opinion?" (What do you think?).
  
• During history research and presentations, AAC users can use terms like "history," "event," "important," "cause," "effect," and "contribution" to discuss historical topics.
  
• While leading the "Student-Led AAC Workshop," AAC users can use phrases like "let's discuss/talk," "I want to share," "questions," "answers," and "everyone can learn" to engage their peers.

Regardless of the system, using vocabulary to engage in activities can be easily done by keeping in mind the words available and strategies that can be learned and used for developing efficient communication.

Strategies that can used to promote efficient communication include:

• Naming: Probably the easiest when vocabulary is available. During name identification activities, provide cues that help with navigating to the page where the vocabulary can be found, "Tell me what [name of the category/page] can [describe an action or feature]... For example, tell me the name of an [animal] that lives on a farm and say, "moo." -- Note: keep in mind your goal (naming, navigation, or both)... finding words when not familiar with where they are located is really hard and similar to finding a needle in a haystack for both the AAC device user, as well as anyone helping them during the activity.
• Describing: Have the student describe features using available vocabulary to demonstrate comprehension. For example, "big" + "water" + "animal" + "eat" + "fish" might be used to describe a whale or dolphin. -- Note: this is also a great skill to help conversational partners understand ideas when vocabulary isn't available.
• Choices: Offering multiple choices while doing with partner assisted scanning can be used as a way to indicate choices or answer questions with a closed-set. Something to consider: include "something else" during activities that are open-ended.
• Literacy Connections: Using the onscreen keyboard or an alphabetical display, students can use, "it starts with… [letter or first few letters]" or using available vocabulary can say "it rhymes with..."
• Self-advocacy: Pre-programmed messages are great for quick social interactions (e.g., my name is... and favorite activities are often a "one hit" or single-selection message) but teaching self-advocacy allows them to say, "please wait" or a "please wait while I get my thoughts together" [one hit message] allows them and their communication partners to slow the pace for encouraging authentic interactions
• Time can play an important role in communication, both for processing and composing messages. Some students need a mere five seconds, while others can take a minute (or more) to process what was said, decide how they want to respond, then compose a message or get their body in motion. Expectant pauses provide this time and help provide the cue, "it's your turn." -- During group activities, ask the student a question and let them know you will come back to them for their response(s). -- For example, Johnny, I'd like you to describe _____. I'm going to ask classmates questions, but let me know when you're ready.

By following these tips and strategies, you can create an inclusive and supportive classroom environment where AAC users can thrive academically and socially. Remember that AAC integration is an ongoing process, and continuous support and collaboration are essential for success.

Check out the PaTTAN STL Updates (updated regularly): https://www.smore.com/s1v6g

Join us to celebrate high expectations for students with low-incidence disabilities and support school staff and families working hard to make those expectations a reality in our current school environments.

Here are a few things to look forward to...

• AT/AAC strand speakers include: Therese Willcomm, Danielle Argot (IU 21), Carley Knappenberger (IU 21), Jason Gonzalez (IU 25), Marisa Giannini (IU 25), Lea Sheffield (ODP),
• HELIX Connect Exhibitors include: Forbes AAC, PRC-Saltillo, Tobii DynaVox, LoganTech, and TextHelp

Don't miss the financial incentive to BRING YOUR TEAM! The first 20 teams to apply will be eligible for financial incentive to participate. Apply today!
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• Tammy Cooke tcooke@pattan.net (state lead)
• Tammy Bertel tbertel@pattan.net
• Jennifer Edgar jedgar@pattan.net

Central Region

• Greg Gerhart ggerhart@pattan.net (regional lead)
• SueAnn Houser shouser@pattan.net

Western Region

• Jennifer Geibel jgeibel@pattan.net (regional lead)
• Jennifer Craig jcraig@pattan.net
• Tim Knight tknight@pattan.net

Email: assistivetechconnect@pattankop.net
Website: https://www.pattan.net/assistive-technology/
Phone: (610) 878-7200
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Twitter: @pattanupdates

Missed last month's newsletter? Check out Back-to-School ideas: https://www.smore.com/r0nbf-back-to-school