Supporting augmentative and alternative communication (AAC) in classrooms: sustainable supports within the education context

Abstract

This paper describes the planning and implementation of a strategy for increasing classroom supports for school-aged children who use augmentative and alternative communication (AAC). Speech and language pathologists (SLPs) in the Tasmanian state education system provide valuable supports to school children and staff, however there are limited resources to meet the need. The ‘AAC in Classrooms’ project was implemented in order to build the capacity of school staff to learn and utilise AAC in a sustainable way through online learning modules and a community of practice. A multidisciplinary working group involving SLPs and inclusion support staff was formed. The group implemented actions based on survey data gathered from school staff across the state regarding AAC skills, knowledge, and learning needs. The project is entering a monitoring and evaluation phase with early outcome data indicating that the project activities are meeting the ongoing AAC learning needs of school staff in Tasmanian state schools.

Keywords:

• Augmentative and alternative communication
• inclusive education
• AAC
• communication disability
• community of practice
• professional learning community

Acknowledgements

The authors acknowledge the Tasmanian Aboriginal Community as the traditional and continuing custodians of Lutruwita, where Palawa have cared for their children and prepared them for life since the beginning of time. We also acknowledge our collaborators in the AAC in Classrooms project, Jen Ashton, Jilly Cole, Michelle Finighan, Grant Maynard, Leanne Macfarlane, Alexandra McMullen, and Anita Holding.

Disclosure statement

No potential conflict of interest was reported by the author(s).