|Photo courtesy Miss A|
[image: An iPad screen with the app Speak for Yourself,
and a list of animals in the message bar:
banana, cookie, cat, dog..."]
Access to AAC—Augmentative and Alternative Communication for people with speech disabilities—is a fundamental human right, but it’s one still that tends to be forgotten and overlooked in many spaces today. And many people are just hearing about AAC, or gaining access to it for the first time.
The first few steps in using AAC can feel overwhelming to families and professionals new to this journey, because it is essentially learning a new language. Many people have fears about “doing it right” and “doing it enough.” I promise that you can do AAC. You can do it. You must do it. And it will be worth every step. How?
Get excited. It can be really easy for AAC to be seen as a chore or “another thing to do.” It can seem like that to families, to professionals, and to AAC users themselves—especially when drilling methods are used to teach its use. It’s really important for all of us that we don’t associate AAC with “work.” We need to stop seeing on AAC as a way to drill our students on all the things they already have a way to say. We need to see AAC as a tool that allows our students to express all the other things they have to say.
This isn’t to say that learning a new language isn’t hard (it is) or that magic moments happen will every single day. You will be learning to read and to write and to speak a new language, and all of these things can be challenging at times. But they are all things we see as worth it, because of the long-term benefits. We find the joy in all of the moments along the way. The first time our child spells a word by themselves, the first time they “read” their favorite memorized picture book, the first novel we pick out. AAC is like that. Sometimes easy, sometimes hard, and always worth it.
Make sure the system is available. This is the first thing I always tell families or new teachers to do. Spend the first few weeks getting into the habit of always having the system. Problem-solve what you need to make it happen, whether it’s straps, a Post-it note on the door, a different case, etc. Assign staff members who get systems out of backpacks. Figure out a plan and space for charging if your AAC is high-tech, like an iPad or a dedicated device. This shows your student that you truly value their AAC system, that you believe in its importance, and that you want to hear what they have to say. It’s also really hard to model on or use an AAC system if it’s not there.
Assume intentionality. Please, please, please, please, whatever you do, please never say “I don’t think they meant it” in front of a student. I wish you wouldn’t even think it, but please don’t say it. Always respond as if your student meant it.
There is no harm in this assumption, but there is so much harm in telling kids’ that you do not believe their words. If you don’t understand, be honest. Ask. “I don’t understand what you mean, can you try telling me another way?” or “Hmm, I have to think about that, can you tell me more?” These are not hard things to say.
Encourage exploration. Treat a talker like a voice. Do not take it away. Do not remove it or block it. Do not put it on the teacher’s desk to be used later or when it’s appropriate. You cannot do this with speech, and so you cannot do this with a talker. Exploration is wonderful. Exploration is learning. Exploration is ownership.
There are a million reasons for children to babble and stim and enjoy their systems. They could be learning the locations of words—how else will they find them, especially if they are not yet reading and spelling? They could be playing with sound and exploring words and language, just as young ones do when first learning how their mouths can make different shapes and noises. They could be engaging in self-talk. They could just be having fun with sound, and that’s fine too. They have a right to autonomy with their AAC systems, the same autonomy that they would have with their speech, the same autonomy they should have with their bodies.
Familiarize yourself with the language system. Adults often complain about not being able to find words or finding systems not intuitive. I’ve found the hands-down best solution is to explore the system. Find a picture book and comment on all of the pages—with the AAC system. Watch a favorite TV show or movie, one where you know all the best parts already, and do the same. Think about words you might want to use on a daily basis—search for them. It truly comes down to practice. There’s a reason so many adults tend to prefer the system they know the best!
Once you’re familiar with it, it becomes easy. If you don’t have access to the system itself, see if you can get access to a low-tech version, watch videos of people using it online. Give yourself time and grace to learn something new, but keep learning it.
Model, model, model. And then—start modeling. Modeling is a fancy word for saying “talk with the talker.” Don’t overthink it. When you talk, highlight one or two of the words you say on the talker. If you’re wondering what your child could be thinking, highlight one or two possibilities on the talker (“I wonder if you’re tired? Sad?”) Start with modeling just a couple words or modeling at meals or spending some 1:1 time with your student’s AAC system and their favorite toy.
Yes, you can start that small. Yes, you can start by modeling 3-4 words as the opportunity arises during the day. Yes, you can start modeling by talking all about food and drink and favorite TV shows, or other likes or dislikes at the dinner table. Just don’t make it work for them or for you. Don’t make it “say this right now.”
Think of your goal less about “doing it right” and more about “getting comfortable with AAC.” I’ve seen fear of being wrong all too often lead to no modeling. And I promise some modeling, modeling with mistakes, modeling slowly, all of it is better than no modeling.
Yes, there can be more to AAC. Yes, there are other things to think about, amount of modeling and vocabulary and recasting and probably some other fancy terms. I’m not denying that. But it all starts here. Don’t overwhelm yourself with dozens of articles and stress about doing it right. This is the foundation. This is what everything else is built upon. Make this strong.
Become so reliable about having the device that you feel naked the one time you forget it for five minutes. Get so comfortable with responding and modeling with AAC that your child or student never, never, not for one second, ever doubts how important you see their system and how valued you see their words. Everything else comes later.
A version of this article was previously published at teachingunicorn.com