# data[].attributes.headline
LRC March 2026 - Partner Assisted Scanning (PAS)

# data[].attributes.subject
LRC March 2026 - Partner Assisted Scanning (PAS)

# data[].attributes.attachment_link.title
LRC March - Partner Assisted Scanning (PAS) (1)

# data[].attributes.attachment_link.description
Find out about Start the Chat, The AAC Podcast, which explores the world of AAC with meaningful conversations about connection.

# data[].attributes.headline
Switch Accessible Interaction - AAC Gameplay

# data[].attributes.subject
Switch Accessible Interaction - AAC Gameplay

# data[].attributes.attachment_link.description
Explore the world of AAC Gameplay a collection of free, easy-to-play, and accessible games. Existing games are speech enabled and may be accessed using multiple interfaces, including touch screens and 1 to 3 switches. Even better, you can create your own games using videos from the huge collection at YouTube.

# data[].attributes.attachment_link.readable_text
Used by SLPs, Classroom, Special Education and ESL teachers to motivate students to practice any skill or subject.

Choose from a large library of teacher-created question sets or make your own to meet the exact needs of your students.

# data[].attributes.attachment_link.title
Pink Cat Games - Fun Educational Games that Keep Learners Engaged

# data[].attributes.attachment_link.description
Games for SLPs, Classroom, Special Education and ESL teachers to motivate students to practice any skill. Choose from teacher-made questions or make your own.

# data[].attributes.attachment_link.description
Our free activities have been carefully designed to help young people make progress with their access skills using assistive technology such as switches, touch devices, pointing devices and eye gaze systems. Use the topics folders below to select and download all of our free accessible activities to use on your PC computer.

# data[].attributes.headline
NJDOE-OSE, Assistive Technology for Education

# data[].attributes.subject
NJDOE-OSE, Assistive Technology for Education

# data[].attributes.attachment_link.title
Assistive Technology for Special Education

# data[].attributes.attachment_link.description
Assistive Technology for Special Education

# data[].attributes.headline
NJSHA - NJ Speech - Language -Hearing Association

# data[].attributes.subject
NJSHA - NJ Speech - Language -Hearing Association

# data[].attributes.attachment_link.provider_name
NJSHA | New Jersey Speech-Language-Hearing Association

# data[].attributes.attachment_link.title
Committee News-Archives - NJSHA | New Jersey Speech-Language-Hearing Association

# data[].attributes.headline
Rehadapt- The Right Mounting Helps The User Manage 

# data[].attributes.subject
Rehadapt- The Right Mounting Helps The User Manage 

# data[].attributes.attachment_link.title
The right mounting helps users manage | Rehadapt

# data[].attributes.headline
Personnel Roles in the AAC Assessment Process

# data[].attributes.subject
Personnel Roles in the AAC Assessment Process

# data[].attributes.headline
SETT Scaffold for Tools Selection - Completed 

# data[].attributes.subject
SETT Scaffold for Tools Selection - Completed 

# data[].attributes.headline
SETT Scaffold for Consideration of AT Need

# data[].attributes.subject
SETT Scaffold for Consideration of AT Need

# data[].attributes.headline
QIAT Indicator 1 - Consideration of AT Needs

# data[].attributes.subject
QIAT Indicator 1 - Consideration of AT Needs

# data[].attributes.attachment_link.title
Indicator 1: Consideration of AT Needs - Quality Indicators for Assistive Technology Services

# data[].attributes.attachment_link.description
Quality Indicators for Consideration of Assistive Technology Needs Consideration of the need for AT devices and services is an integral part of the educational process contained in IDEA for referral, evaluation, and IEP development. Although AT is considered at all stages of the process, the Consideration Quality Indictors are specific to the consideration of AT [...]

# data[].attributes.headline
QIAT Indicator 2 - Assessment of AT Needs

# data[].attributes.subject
QIAT Indicator 2 - Assessment of AT Needs

# data[].attributes.attachment_link.provider_name
Quality Indicators for Assistive Technology Services

# data[].attributes.attachment_link.readable_text
Quality Indicators for Assessment of Assistive Technology Needs

Indicator Statements:

Quality Indicators for Assessment of Assistive Technology Needs is a process conducted by a team, used to identify tools and strategies to address a student's specific need(s). The issues that lead to an AT assessment may be very simple and quickly answered or more complex and challenging. Assessment takes place when these issues are beyond the scope of the problem solving that occurs as a part of normal service delivery.

1. Procedures for all aspects of assistive technology assessment are clearly defined and consistently applied.

Intent: Throughout the educational agency, personnel are well-informed and trained about assessment procedures and how to initiate them. There is consistency throughout the agency in the conducting of assistive technology assessments. Procedures may include-but are not limited to-initiating an assessment, planning and conducting an assessment, conducting trials, reporting results, and resolving conflicts.

2.Assistive technology assessments are conducted by a team with the collective knowledge and skills needed to determine possible assistive technology solutions that address the needs and abilities of the student, demands of the customary environments, educational goals, and related activities.

Intent: Team membership is flexible and varies according to the knowledge and skills needed to address student needs. The student and family are active team members. Various team members bring different information and strengths to the assessment process.

3.All assistive technology assessments include a functional assessment in the student's customary environments, such as the classroom, lunchroom, playground, home, community setting, or work place.

Intent: The assessment process includes activities that occur in the student's current or anticipated environments because characteristics and demands in each may vary. Team members work together to gather specific data and relevant information in identified environments to contribute to assessment decisions.

4.Assistive technology assessments, including needed trials, are completed within reasonable time lines.

Intent: Assessments are initiated in a timely fashion and proceed according to a timeline that the IEP team determines to be reasonable based on the complexity of student needs and assessment questions. Timelines comply with applicable state and agency requirements.

5.Recommendations from assistive technology assessments are based on data about the student, environments and tasks.

Intent: The assessment includes information about the student's needs and abilities, demands of various environments, educational tasks, and objectives. Data may be gathered from sources such as student performance records, results of experimental trials, direct observation, interviews with students or significant others, and anecdotal records.

6.The assessment provides the IEP team with clearly documented recommendations that guide decisions about the selection, acquisition, and use of assistive technology devices and services.

Intent: A written rationale is provided for any recommendations that are made. Recommendations may include assessment activities and results, suggested devices and alternative ways of addressing needs, services required by the student and others, and suggested strategies for implementation and use.

7.Assistive technology needs are reassessed any time changes in the student, the environments and/or the tasks result in the student's needs not being met with current devices and/or services.

Intent: An assistive technology assessment is available any time it is needed due to changes that have affected the student. The assessment can be requested by the parent or any other member of the IEP team.

Common Errors

1. Procedures for conducting AT assessment are not defined, or are not customized to meet the student's needs.

2. A team approach to assessment is not utilized.

3. Individuals participating in an assessment do not have the skills necessary to conduct the assessment, and do not seek additional help.

4. Team members do not have adequate time to conduct assessment processes, including necessary trials with AT.

5. Communication between team members is not clear.

6. The student is not involved in the assessment process.

7. When the assessment is conducted by any team other than the student's IEP team, the needs of the student or expectations for the assessment are not communicated.

# data[].attributes.attachment_link.title
Indicator 2: Assessment of Assistive Technology Needs - Quality Indicators for Assistive Technology Services

# data[].attributes.attachment_link.description
Quality Indicators for Assessment of Assistive Technology Needs Indicator Statements: Quality Indicators for Assessment of Assistive Technology Needs is a process conducted by a team, used to identify tools and strategies to address a student's specific need(s). The issues that lead to an AT assessment may be very simple and quickly answered or more complex [...]

# data[].attributes.headline
NuMotion Speech Solutions Funding Roadmap

# data[].attributes.subject
NuMotion Speech Solutions Funding Roadmap

# data[].attributes.headline
PRC-Saltillo - Funding Quick Reference Guide

# data[].attributes.subject
PRC-Saltillo - Funding Quick Reference Guide

# data[].attributes.headline
Tobii Dynavox -State-by-State Funding and Insurance Guide 

# data[].attributes.subject
Tobii Dynavox -State-by-State Funding and Insurance Guide 

# data[].attributes.attachment_link.title
State by State Funding and Insurance Guide.pdf | Powered by Box

# data[].attributes.attachment_link.readable_text
Updated 1/24/2024!

Speech pathologists play an important role in assessing people for augmentative and alternative communication (AAC). SLPs are trained in language development and can help teams figure out where they need to start. And SLPs are the only ones who can write an insurance report for AAC.

It is hard to make recommendations if you don't know the features of different apps and devices. You need to consider which symbol set to use, how many icons are visible on the screen, and what personalized vocabulary is needed (fringe vocabulary). Most AAC apps work on the Apple iPad. A few also work on other platforms. Check with the app developers for information on other operating systems.

Free AAC Apps

Free AAC apps give you a place to start. They help you assess whether the person can interact with the screen of the iPad or recognize certain types of symbols. Sometimes, you need proof of concept and that's okay. If you have an iPad, you can start by downloading these free apps.

Buyer beware, you get what you pay for. Free symbol-based apps may not give you access to generative language. Free text to speech apps may not give you an easy way to store sentence starters, or access to quick social language. These apps often require more setup. Here are some examples:

Emergency Communication

Some apps are designed for emergency communication. One example is Alexicom AT "Elements" AAC. These can be used in the ER or ICU: https://www.alexicomaac.com/elements-apps

TechOWL also has its free Covid-19 Communication Boards. These are good to print out and keep in an emergency kit or Go Bag.

Robust Communication

Some app developers offer SLPs free download codes for evaluation purposes. Depending on the organization, you may have to take a few trainings, or provide your ASHA number. This is a great way to add to your evaluation toolkit and to get to know AAC. Here are some ways to get free apps.

AAC App Downloads for Evaluation Purposes

Tobii Dynavox

Go to MytobiiDynavox.com and Create an Account. Input your ASHA number and you will then have access to free downloads for apps like TD Snap (the new name for Snap Core First) and Snap Scene Lite.

PRC Saltillo

To receive a copy of the TouchChat app, you need to apply to Saltillo's TouchChat Partners Program. You grant them permission to list your facility as a ToucChat Partner Resource on their website.

NEW! Touchchat Discover offers a 30-day free trial of any of 12 available page-sets including MultiChat15, My QuickChat, 4 Basic, and more.

To receive a copy of LAMP Words For Life, you need to apply to the App Partner Program and takes two trainings. You provide proof of training, and they will send you a download code.

Assistiveware

The company that created Proloquo2Go and Proloquo4Text offers free apps on a case-by-case basis for evaluation purposes. You can contact them at support@assistiveware.com. They have a limited number of codes, but you won't know until you try. You can also reach out to them through social media.

Speak for Yourself!

You can go to the Speak For Yourself website and use their contact form. Explain how you will use the app for evaluations and AAC trials.

Other Options

This list is not exhaustive, and some companies offer free trials as well. For example, Avaz AAC and CoughDrop, and Grid for iPad offer short-term trials.

You can also contact app developers on their websites and on social media. Companies have other free resources, such as data collection and evaluation tools.

If you are a grad student or SLP who wants to learn more about augmentative and alternative communication, take a look at the AAC for SLPs modules on our website. Keep in mind that access to real communication requires access to high frequency words ( Core Vocabulary). Whether using symbols, or written words, we all need to be able to new things!

If you live in Pennsylvania, you can borrow an iPad with AAC apps from the AT Lending Library at TechOWLpa.org.

Looking for AAC Services in Pennsylvania? Check out what services we provide with the licensed SLPs at TechOWL!

# data[].attributes.attachment_link.description
Speech pathologists play an important role in assessing people for augmentative and alternative communication (AAC). SLPs are trained in language development and can help teams figure out where they need to start. And SLPs are the only ones who can write an insurance report for AAC.

# data[].attributes.attachment_link.readable_text
The ALP for AAC is presented at conferences and Access Courses across the US and Canada. If you'd like to inquire about a private ALP for AAC training for your facility, please request one below.
Due to public health concerns about the Covid-19 virus, PRC-Saltillo will only be providing in-person trainings when we can comply with CDC and local guidelines, and we feel we can ensure the health and safety of our hosts, attendees, and trainers. As conditions change, trainings may be moved online, as necessary. If you have questions about PRC-Saltillo trainings, please email info@prc-saltillo.com.

# data[].attributes.attachment_link.description
Design an intervention plan for those using augmentative and alternative communication with DAGG-3, short for Dynamic AAC Goals Grid (edition 3). This tool helps speech-language therapists collaborate with their patients' support team (such as educators and family members) to assess and progress their current communication abilities.

# data[].attributes.attachment_link.readable_text
Wecome to the Communication Matrix

Understanding what individuals are capable of today is the first step toward helping them reach their potential.

Assessment

The Communication Matrix is a free assessment tool created to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing.

"I am very excited about using this Matrix as part of our assessment and treatment plan for students with ASD." - Special Education Teacher

Community

Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.

"I love a focus on complex communication needs. Frequently I look at sites or information that does not apply to my students. It is great to have a site that focuses on the students I work with." - Parent

Purchase Paper and PDF copies of the Communication Matrix Assessment here.

See who is using the Communication Matrix around the world

© 2023 Charity Rowland, Ph.D.

Site by State33 and Smith & Connors

# data[].attributes.attachment_link.description
The Communication Matrix is a free assessment tool created to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing.

# data[].attributes.headline
Light (1989) Toward a Definition of Communicative Competence for Individuals Using AAC Systems

# data[].attributes.subject
Light (1989) Toward a Definition of Communicative Competence for Individuals Using AAC Systems

# data[].attributes.headline
AAC Assessment Resources from Gail Van Tatenhove

# data[].attributes.subject
AAC Assessment Resources from Gail Van Tatenhove

# data[].attributes.body
LRC Evaluation slide

# data[].attributes.body
Goals

# data[].attributes.body
Built in Tools

# data[].attributes.body
Quality Indicators for AT (QIAT) - AT Consideration

# data[].attributes.attachment_link.provider_name
Quality Indicators for Assistive Technology Services

# data[].attributes.attachment_link.title
Matrix 1: Consideration of AT Needs - Quality Indicators for Assistive Technology Services

# data[].attributes.attachment_link.description
Quality Indicators for Consideration of Assistive Technology Needs Quality Indicator 1 Unacceptable 2 3 4 5 Promising Practices 1. Assistive technology (AT) devices and services are considered for all students with disabilities regardless of type or severity of disability. AT is not considered for students with disabilities. AT is considered only for students with severe […]

# data[].attributes.body
SETT Framework

# data[].attributes.attachment_link.authors[].name
Read more from Aleksandra Hollingshead, Ed.D.; Joy Zabala, Ed.D.; Janice Carson, Ed.D.

# data[].attributes.attachment_link.title
The SETT Framework and Evaluating Assistive Technology Remotely

# data[].attributes.attachment_link.description
By: Aleksandra Hollingshead, Ed.D.; Joy Zabala, Ed.D.; Janice Car

# data[].attributes.body
AT Continuum (low, mid, high tech)

# data[].attributes.body
AT Continuum of Tools (low, mid, high tech)

# data[].attributes.body
Guiding Questions:

# data[].attributes.headline
Steps to Help Me Choose - Partner Assisted Scanning 

# data[].attributes.subject
Steps to Help Me Choose - Partner Assisted Scanning 

# data[].attributes.attachment_link.readable_text
Forbes AAC Webinars

Our webinars are free and available to all! The purpose of these webinars is to provide free education to anyone involved with AAC.

​

We are always open to recommendations and ideas! Contact our Sales Coordinator at jillenaa@forbesaac.com for suggestions or questions.

Click below to schedule the most current webinar coming soon! It will take you directly to a scheduling link to join the webinar.

A Deep Dive into Switches!

For AAC users who utilize switches to access their AAC system, there are many factors to consider when programming the device. Learn more about switch types, scanning patterns, and more in this recorded webinar!

Intervention Approaches for Adolescents Who Use AAC

This recorded webinar is about adolescents who use AAC. They often demonstrate difficulties with using aided AAC to communicate effectively and have limited opportunities to develop conversational skills. At this age, the focus of AAC intervention begins to shift from the education setting to functional communication for social interactions and vocational settings.

# data[].attributes.attachment_link.title
Webinars | Forbes AAC | Augmentative Communication

# data[].attributes.attachment_link.description
Forbes AAC are using webinars area training and resource tool for speech professionals and caregivers working with speech and communication devices. These webinars are based on the latest research and technology for AAC implementation and training available.

# data[].attributes.body
A 15 minute self reflection for improvement in supporting people who use AAC

# data[].attributes.attachment_link.readable_text
Our main areas of focus at OpenAAC is to improve the lives of AAC users through openness and collaboration. We do this by providing resources and tools that make it easier for AAC support teams to work effectively, and for AAC developers to not have to start from scratch when implementing.

All of our materials and resources are developed with participation from the AAC community, and we are always looking for additional feedback, so please comment on any doc, or hop onto our chat and share any areas where you think things could be improved. This stuff only works if everyone helps where they can!

Community Tools

Communication Partner Profile (cpp v1.0)

The CPP is a self-reflection form that can be filled out by any communication partner at any level, with the objective of helping identify areas of improvement in supporting AAC users.

Developer Resources

AAC Developer Considerations

The Developer Considerations tool consists of a nearly-exhaustive list of features that are implemented or requested to be implemented in user-facing AAC systems, ranked by user expectation of availability.

Specifications

Open Board Format (obf) Specification

obf is an open, standardized file format for representing a single board or set of boards, enabling users to import and export their personal vocabulary from one AAC system or vendor to another.

Open Logging Format (obl) Specification

obl is an open, standardized logging format used to record AAC user session data. Logging exports an be anonymized if desired, to allow users to share their usage logs with researchers.

AAC "Effort" Score (part of CARE Analysis)

Effort Score is an attempt to quantitatively measure the amount of work needed for a typical AAC user to activate a word or build a sentence in an arbitrary AAC system. This score is a first step in trying to create an objective, measurable system for comparing different AAC vocabularies.

Language Support, "Word Forms and Inflection Rules" Specification

This specification offers a language-agnostic tool to allow AAC developers to support more advanced language-based features without having to recreate the wheel for themselves. You can see it in action yourself if you like!

# data[].attributes.attachment_link.description
Introduces the Web Content Accessibility Guidelines (WCAG) international standard, including WCAG 2.0, WCAG 2.1, and WCAG 2.2. WCAG documents explain how to make web content more accessible to people with disabilities.

# data[].attributes.headline
RESNA - Rehabilitation Engineering and Assistive Technology Society of North America

# data[].attributes.subject
RESNA - Rehabilitation Engineering and Assistive Technology Society of North America

# data[].attributes.attachment_link.readable_text
Expanding the potential of the web for people with disabilities by empowering individuals and organizations to create accessible content.

Current Features

The WebAIM Million - 2022 Update

An automated WAVE analysis of the home pages for the top one million web sites shows widespread accessibility issues.
Read the WebAIM Million report
Web Accessibility Evaluation Guide

A guide to using free tools-including WAVE-to conduct a comprehensive web accessibility evaluation.
Web Accessibility Evaluation Guide
Screen Reader User Survey #9

The results of WebAIM's 9th Screen Reader User Survey are now available. These data provide insight into the preferences and technology usage of screen reader users.
Read the survey results Archive of featured items...

# data[].attributes.attachment_link.description
Expanding the potential of the web for people with disabilities by empowering individuals and organizations to create accessible content. An automated WAVE analysis of the home pages for the top one million web sites shows widespread accessibility issues. Read the WebAIM Million report A guide to using free tools-including WAVE-to conduct a comprehensive web accessibility evaluation.

# data[].attributes.attachment_link.readable_text
On April 24, 2024, the Federal Register published the Department of Justice's (Department) final rule updating its regulations for Title II of the Americans with Disabilities Act (ADA). The final rule has specific requirements about how to ensure that web content and mobile applications (apps) are accessible to people with disabilities.

Purpose of this fact sheet: This fact sheet gives a summary of the rule. The summary is designed to provide introductory information about the rule's requirements, particularly for people who may not have a legal background. For more information, please read the full rule. The official version of the rule is published in the Federal Register.

Title II uses the term "public entities" to describe who it applies to, but in this fact sheet, we call these "state and local governments."

A regulation, also called a "rule," is a set of requirements issued by a federal agency for laws passed by Congress. When Congress passed the ADA, it gave the Department the authority to make regulations that explain the rights and requirements for Titles II and III of the ADA. A regulation usually has two parts. The first part is regulatory text. The second part provides information about the regulatory text and what it means, which is sometimes in an appendix in the rule.

How did the Department make this rule?

The Department made this rule using a process sometimes called "notice and comment rulemaking." As part of this process, the Department published a Notice of Proposed Rulemaking (NPRM). The NPRM was basically a first draft of the regulation. It let the public know about the requirements the Department was considering and gave an opportunity for feedback.

The Department got feedback from the public on the NPRM. Based on that feedback, the Department made changes to certain parts of the rule. A description of the feedback the Department got and how it updated the rule is available in the appendix in the rule.

Who has to follow the web and mobile app accessibility requirements in the rule?

Like the rest of Title II, the rule applies to all state and local governments (which includes any agencies or departments of state or local governments) as well as special purpose districts, Amtrak, and other commuter authorities.

State and local governments that contract with other entities to provide public services for them (like non-profit organizations that run drug treatment programs on behalf of a state agency) also have to make sure that their contractors follow Title II.

Examples of state and local governments include:

State and local government offices that provide benefits and/or social services, like food assistance, health insurance, or employment services

Public schools, community colleges, and public universities

State and local police departments

State and local courts

State and local elections offices

Public hospitals and public healthcare clinics

Public parks and recreation programs

Public libraries

Public transit agencies

For more information about the responsibilities of state and local governments under Title II, visit our State and Local Governments page.

The Reasons the Department Set Specific Requirements for Web and Mobile App Accessibility

State and local governments provide many of their services, programs, and activities through websites and mobile apps. When these websites and mobile apps are not accessible, they can create barriers for people with disabilities.

For example, individuals who are blind may use a screen reader to deliver visual information on a website or mobile app as speech. A state or local government might post an image on its website that provides information to the public. If the website does not include text describing the image (sometimes called "alternative text" or "alt text"), individuals who are blind and who use screen readers may have no way of knowing what is in the image because a screen reader cannot "read" an image.

Websites and mobile apps that are not accessible can make it difficult or impossible for people with disabilities to access government services, like ordering mail-in ballots or getting tax information, that are quickly and easily available to other members of the public online. Sometimes, inaccessible websites and mobile apps can keep people with disabilities from joining or fully participating in civic or other community events like town meetings or programs at their child's school.

This rule will help make sure people with disabilities have access to state and local governments' services, programs, and activities available on websites and mobile apps. This rule will also provide state and local governments with more clarity about what they have to do to comply with the ADA.

You can find more information about why the Department made this rule in the section of the rule called "Need for Department Action."

Highlights of the Requirements in the Rule

The rule's requirements for making web content and mobile apps accessible are highlighted below. The full rule explains these requirements in more detail.

Requirement: The Web Content Accessibility Guidelines (WCAG) Version 2.1, Level AA is the technical standard for state and local governments' web content and mobile apps.

This rule sets a specific technical standard that state and local governments must follow to meet their existing obligations under Title II of the ADA for web and mobile app accessibility.

WCAG, the Web Content Accessibility Guidelines, is a set of guidelines that say what is needed for web accessibility, such as requirements for captions for videos. WCAG is developed by the World Wide Web Consortium.

You can find more information about why the Department picked WCAG 2.1, Level AA as the technical standard for state and local governments' web content and mobile apps in the rule in the section of the appendix called "Technical Standard-WCAG 2.1 Level AA."

Requirement: State and local governments' web content usually needs to meet WCAG 2.1, Level AA.

Requirement: State and local governments' mobile apps usually need to meet WCAG 2.1, Level AA

Can state and local governments provide web content or mobile apps that follow a higher standard than WCAG 2.1, Level AA?

Yes, this rule does not stop a state or local government from using designs, methods, or techniques as alternatives to WCAG 2.1, Level AA if the state or local government can prove the alternatives provide the same or more accessibility and usability. The rule refers to this as "equivalent facilitation." The rule allows this so that state and local governments can have some flexibility, while also making sure that people with disabilities still have equal access to state and local government web content and mobile apps.

Example: There may be new web accessibility standards that are developed in the future, such as WCAG Version 3.0. Under this rule, a state parks department would probably be allowed to create a new mobile app for campground reservations that meets a future standard if the standard provides the same or more accessibility and usability than WCAG 2.1, Level AA.

Exceptions: In limited situations, some kinds of web content and content in mobile apps do not have to meet WCAG 2.1, Level AA.

It is important that state and local governments can prioritize so they can choose the most important content-like current or commonly used information-to make accessible to people with disabilities quickly.

There are limited exceptions for some kinds of content that are not as frequently used or that may be particularly hard for state and local governments to address right away.

If an exception applies to certain content, it means that content would not have to meet WCAG 2.1, Level AA.

In the next section, we describe the exceptions and provide examples of how they might apply. We also give examples of when the exceptions would not apply.

The ADA requires that state and local governments must provide individuals with disabilities with effective communication, reasonable modifications, and an equal opportunity to participate in or benefit from their services, programs, and activities. So even when web content or content in mobile apps does not have to meet WCAG 2.1, Level AA, a state or local government would likely still need to provide the content to a person with a disability who needs it in a format that is accessible to them.

Summary of the Exceptions

1. Archived web content

State and local governments' websites often include a lot of content that is not currently used. This information may be outdated, not needed, or repeated somewhere else. Sometimes, this information is archived on the website.

Web content that meets all four of the following points would not need to meet WCAG 2.1, Level AA:

1. The content was created before the date the state or local government must comply with this rule, or reproduces paper documents or the contents of other physical media (audiotapes, film negatives, and CD-ROMs for example) that were created before the government must comply with this rule, AND

2. The content is kept only for reference, research, or recordkeeping, AND

3. The content is kept in a special area for archived content, AND

4. The content has not been changed since it was archived.

Example: A water quality report from 1998 that a state has stored in an "archive" section of its website and has not updated would probably fall under the exception. The exception would also probably apply to handwritten research notes or photos that go with the 1998 water quality report that the state scans and posts to its website in the archive section.

The exception does not apply unless all four points are present. If any point is missing, the content generally must meet WCAG 2.1, Level AA unless another exception applies.

What the exception does not change

2. Preexisting conventional electronic documents

Some state and local governments have a lot of old documents, like PDFs, on their website. It can sometimes be hard to make these documents meet WCAG 2.1, Level AA.

Documents that meet both of the following points usually do not need to meet WCAG 2.1, Level AA, except in some situations:

1. The documents are word processing, presentation, PDF, or spreadsheet files; AND

2. They were available on the state or local government's website or mobile app before the date the state or local government must comply with this rule.

Example: This exception would probably apply to a PDF flyer for a Thanksgiving Day parade posted on a town's website in 2018, or a Microsoft Word version of a sample ballot for a school board election posted on a school district's website in 2014.

The exception does not apply unless both points are present. Where either point is missing, the document generally needs to meet WCAG 2.1, Level AA.

When the exception does not apply: Documents that are currently being used to apply for, access, or participate in a state or local government's services, programs, or activities do not fall under the exception even if the documents were posted before the date the government has to comply with the rule.

Example: A state posted a PDF version of a business license application on its website in 2020. Members of the public still use that PDF to apply for a business license after the date the state has to comply with the rule. The exception would not apply to the application and it would usually need to meet WCAG 2.1, Level AA.

3. Content posted by a third party where the third party is not posting due to contractual, licensing, or other arrangements with a public entity

Third parties sometimes post content on state and local governments' websites or mobile apps. Third parties are members of the public or others who are not controlled by or acting for state or local governments. The state or local government may not be able to change the content third parties post.

This exception only applies to content posted by a third party. Content that is not posted by a third party usually needs to meet WCAG 2.1, Level AA. This includes:

1. Third-party content posted by the state or local government.
Example: Many state or local governments post content on their websites that is developed by an outside technology company, like calendars, scheduling tools, maps, reservations systems, and payment systems. This content wouldnot fall under the exception, and it would usually need to meet WCAG 2.1, Level AA, because it is posted by the state or local government.

2. Content posted by a state or local government's contractor or vendor.
Example: If a state or local government uses a company to design, manage, or update its website, the content the company posts for the government wouldnot fall under the exception, and it would usually need to meet WCAG 2.1, Level AA.

3. Tools and platforms that allow third parties to post content.
Example: If the state or local government has a message board platform on its website, that platform wouldnot fall under the exception, and it would usually need to meet WCAG 2.1, Level AA, because the message board was added to the website by the state or local government. However, the exception would probably apply to posts by third parties on that platform.

What the exception does not change

4. Individualized documents that are password-protected

State and local governments sometimes use password-protected websites to share documents that are for specific individuals, like a water or tax bill. It might be hard to make all of these documents accessible right away for everyone, and there might not be a person with a disability who needs access to these documents.

Documents that meet all three of the following points do not need to meet WCAG 2.1, Level AA:

1. The documents are word processing, presentation, PDF, or spreadsheet files, AND

2. The documents are about a specific person, property, or account, AND

3. The documents are password-protected or otherwise secured.

Example: A PDF version of a water bill for a person's home that is available in that person's secure account on a city's website would probably fall under the exception. However, the exception does not apply to the city's website itself.

The exception does not apply unless all three points are present. If any point is missing, the content usually must meet WCAG 2.1, Level AA. Here are some examples related to a town water bill:

What the exception does not change

5. Preexisting social media posts

For many state and local governments, making all of their past social media posts accessible may be impossible. There also may be very little use to making these old posts accessible because they were usually intended to provide updates about things happening at the time they were posted in the past.

For these reasons, social media posts made by a state or local government before the date the state or local government must comply with this rule do not need to meet WCAG 2.1, Level AA.

Example: This exception would apply to a 2017 social media post by a city's sanitation department announcing that trash collection would be delayed due to a snowstorm.

What the exception does not change

If none of the exceptions apply, do state and local governments always have to make web content and content in mobile apps meet WCAG 2.1, Level AA?

Usually, yes. But there are some situations where meeting WCAG 2.1, Level AA is not required:

Under the ADA rules, state and local governments do not need to take actions that would result in a fundamental alteration or an undue burden. This is also true for this rule. Determining what is a fundamental alteration or undue burden is different from entity to entity and sometimes from one year to the next.

For more information about fundamental alteration and undue burden, see the final rule in the section of the appendix called "Section 35.204 Duties" and the Department's State and Local Governments page.

Other Information About Complying with the Rule

Use of Conforming Alternate Versions

Sometimes a state or local government tries to have two versions of the same web content or content in a mobile app: one version that is not accessible and another version that is accessible and provides all the same information and features. The second version is called a "conforming alternate version."

Usually state and local governments should not have a main web page that is inaccessible and a separate accessible version of the same content, because people with disabilities should get equal access to that content on the same page.

Under the rule, state and local governments may use conforming alternate versions as an alternative to inaccessible content only in very limited circumstances. State and local governments are allowed to do this only when there is a technical or legal limitation that prevents inaccessible web content or mobile apps from being made accessible.

For more information about conforming alternate versions and when they are allowed, see the final rule in the section of the appendix called "Section 35.202 Conforming Alternate Versions."

What if an individual with a disability still cannot access web content and mobile apps that meet WCAG 2.1, Level AA?

What Happens If a State or Local Government Has Failed to Meet WCAG 2.1, Level AA in a Minor Way?

In some limited situations, state and local governments may be able to show that their web content or mobile apps do not meet WCAG Version 2.1, Level AA in a way that is so minor that it would not change a person with a disability's access to the content or mobile app. If the state or local government can show that, then they are not violating the rule.

State and local governments cannot use this part of the rule to avoid trying to meet WCAG 2.1, Level AA. If a state or local government's web content does not fully meet WCAG 2.1, Level AA, there are many things the government would have to prove to show that they did not violate the rule.

Example that violates the rule: A state's online renewal form does not meet WCAG 2.1, Level AA. Because of that, a person with a manual dexterity disability may need to spend a lot more time to renew their professional license online than someone without a disability. This person might also need to get help from someone who does not have a disability, give personal information to someone else, or go through a much harder and frustrating process than someone without a disability. Even if this person with a disability could ultimately renew their license online, the state would violate the rule.

Example that meets the rule: A state's web page with information about a park has text with a color contrast ratio that is 4.45:1. WCAG 2.1, Level AA requires a color contrast ratio of 4.5:1 for this text. It can be hard for some people with vision disabilities to see text on a web page if there is not enough contrast between the color of the text and the background color. But that very small difference in color contrast ratio probably would not change whether most people with vision disabilities could read the text on the website and access the information about the park. If the state can prove the difference in color contrast is so small that it would not make it harder for people with disabilities to access the information about the park, the state would not violate the rule.

For more information, see the final rule in the section of the appendix called "Section 35.205 Effect of Noncompliance That Has a Minimal Impact on Access."

How Long State and Local Governments Have to Comply with the Rule

State and local governments must make sure that their web content and mobile apps meet WCAG 2.1, Level AA within two or three years of when the rule was published on April 24, 2024, depending on their population.

You can find more information about why the Department is requiring compliance with this timeline in the rule in the section of the appendix called "Requirements by Entity Size."

State and local government size

Compliance date

0 to 49,999 persons

April 26, 2027

Special district governments

April 26, 2027

50,000 or more persons

April 24, 2026

After this time, state and local governments must continue to make sure their web content and mobile apps meet WCAG 2.1, Level AA.

ADA Information Resources

If you have questions about this rule or the ADA, you can call the Department's ADA Information Line.

Another source of information is the ADA National Network. The National Network includes ten regional centers that provide ADA technical assistance to businesses, state and local governments, and individuals with disabilities. One toll-free number connects you to the center in your region: 800-949-4232 (Voice and TTY).

# data[].attributes.attachment_link.title
Fact Sheet: New Rule on the Accessibility of Web Content and Mobile Apps Provided by State and Local Governments

# data[].attributes.attachment_link.description
The Department of Justice published a Notice of Proposed Rulemaking (NPRM) on July 20, 2023 explaining how we propose updating the regulations for Title II of the Americans with Disabilities Act (ADA) to add more specific requirements about web and mobile application accessibility.

# data[].attributes.attachment_link.description
Makers Making Change connects makers to people with disabilities who need assistive technologies. We offer a platform for makers to volunteer their time to make an access solution from our projects library.

# data[].attributes.headline
ATIA - Assistive Technology Industry Association 

# data[].attributes.subject
ATIA - Assistive Technology Industry Association 

# data[].attributes.attachment_link.readable_text
Skip to content

Our mission is to serve as the collective voice of the assistive technology industry so that the best products and services are delivered to people with disabilities. Learn more about ATIA.

Network, Learn, and Share

ATIA's conference showcases the latest AT developments for attendees from around the globe.

Advance Your Knowledge

ATIA's online education and professional development programs draw on leading experts across the community.

Become a Member

Members of ATIA include for-profit, not-for-profit, and private organizations that are manufacturers, sellers, and providers of technology-based assistive devices and services.
Become a Member

ATIA Partners are leaders in the assistive technology industry that have proven their continued commitment to providing enhanced benefits and opportunities to people with disabilities.

# data[].attributes.attachment_link.title
ATIA | Assistive Technology Industry Association

# data[].attributes.attachment_link.description
ATIA serves as the collective voice of the assistive technology industry so that the best products and services are delivered to people with disabilities.

# data[].attributes.headline
Stepping Stones to Switch Access - Linda Burkhart

# data[].attributes.subject
Stepping Stones to Switch Access - Linda Burkhart

# data[].attributes.headline
We Speak AAC - AAC Academy - Dr. Caroline Musselwhite

# data[].attributes.subject
We Speak AAC - AAC Academy - Dr. Caroline Musselwhite

# data[].attributes.attachment_link.description
Verifying you are human. This may take a few seconds.

# data[].attributes.attachment_link.readable_text
Introduction to AAC

AAC is used by people who, some or all of the time, cannot rely on their speech. AAC incorporates the individual's full communication abilities and may include any existing speech or vocalizations, gestures, manual signs, and aided communication. AAC is truly multimodal, permitting individuals to use every mode possible to communicate. Over time, the use of AAC may change, although sometimes very slowly, and the AAC systems chosen today may not be the best systems tomorrow.

By recent estimates, well over 2 million persons who present with significant expressive language impairment use AAC. AAC users encounter difficulty communicating via speech due to congenital and/or acquired disabilities occurring across the lifespan. These conditions include but are not limited to autism, cerebral palsy, dual sensory impairments, genetic syndromes, intellectual disability, multiple disabilities, hearing impairment, disease, stroke, and head injury.
Bottom Line:
Unaided Versus Aided Communication

Typically, AAC includes unaided and aided modes of communication. Unaidedmodes of communication include nonspoken means of natural communication (including gestures and facial expressions) as well as manual signs and American Sign Language (ASL). These modes of communication often require adequate motor control and communication partners who can interpret the intended message. Aided modes of communication include those approaches that require some form of external support, such as a communication boards with symbols (e.g., objects, pictures, photographs, line drawings, visual-graphic symbols, printed words, traditional orthography) or computers, handheld devices, or tablet devices with symbols that generate speech through synthetically produced or recorded natural (digitized) means.

For individuals with severe disabilities, it can be helpful to encourage (and teach) both unaided and aided modes of communication. Individuals may need to be taught when it is appropriate to use different modes of communication. For example, the individual may sign when interacting with parents at home but may use a picture-based system or speech generating device (SGD) with other communication partners. Individuals with very complex needs and a limited communication repertoire can learn to use different systems in different contexts.
Bottom Line:
Decision Making About AAC Systems and Interventions

The currently accepted evidence suggests that there are no specific prerequisites (e.g., age, cognitive, linguistic, motor) for getting started with AAC. A number of AAC options are available to begin the intervention process. Ideally, the decision to introduce AAC should be made in consultation with the consumer, family, and a team of professionals. However, no individual should go without communication, and all individuals should have access to AAC systems that promote effective communication.

AAC should also be considered for individuals who have some speech or speech that is unintelligible to unfamiliar listeners. These individuals may use AAC to augment their communication. Other individuals may use speech in low-demand contexts but choose to use AAC to augment their communication in high-demand contexts. The presence of speech should not preclude the consideration of AAC as a support.

Decisions When Choosing Aided AAC

Choosing an aided AAC system requires careful consideration of an individual's current skills, strengths, and needs, but it is important not to restrict the individual's potential. Assessment strategies can lead to an understanding of:

Options for different symbols, systems, and access modes

The contexts where the individual must communicate

The skills and supports available to partners

The profile of the individual including: vision, hearing, sensory-motor, motivation, cognitive, linguistic, literacy skills, and current modes of communication

Dynamic assessment processes allow for this to happen while individuals are learning.
Bottom Line:
Resources

Beukelman, D. & Mirenda, P. (2013). Augmentative and Alternative Communication: Supporting Children & Adults with Complex Communication Needs 4th Edition. Baltimore: Paul H. Brookes Publishing.

ASHA Practice Portal's Augmentative and Alternative Communication webpage

ASHA's information for the public about Augmentative and Alternative Communication (AAC)

Return to the National Joint Committee for the Communication Needs of Persons With Severe Disabilities (NJC) topic areas list.

# data[].attributes.attachment_link.title
Augmentative and Alternative Communication (AAC)

# data[].attributes.attachment_link.description
AAC is used by people who, some or all of the time, cannot rely on their speech.

# data[].attributes.attachment_link.title
Project Core – A Stepping-Up Technology Implementation Grant Directed by the Center for Literacy and Disability Studies

# data[].attributes.attachment_link.description
The Project Core implementation model is aimed at helping teachers provide students with significant cognitive disabilities and complex communication needs with access to a flexible Universal Core vocabulary and evidence-based instruction to teach them to use core vocabulary via personal augmentative and alternative communication (AAC) systems.

# data[].attributes.attachment_link.readable_text
Gestalt Language Processing is getting a lot of buzz in the field of AAC. AssistiveWare Support Team member and part-time AAC user Lily Konyn dives deeper into what it means and, most importantly, how it might influence our AAC tools and supports.

# data[].attributes.attachment_link.description
We build AAC apps and share best practices to help you communicate with the world.

# data[].attributes.attachment_link.readable_text
See what's free.

The AAC Language Lab offers many free resources, providing an opportunity to explore this great resource prior to subscribing. Resources include Parent Guides, sample lesson plans, manual communication boards and much, much more.

Join us for a Quick Tour of the Lab

Use Realize Language to help determine communication goals.

Explore the Language Lab's free content:
Why Subscribe to The AAC Language Lab?

As a subscriber, you will have 24/7 unlimited access to all content including innovative and interactive tools and materials for those supporting students who use an AAC device. All materials are available where and when you want them, on a variety of platforms, making teaching and learning language convenient and fun.

For an annual fee of US$19.95, this valuable resource will enhance your ability to help your client, student or child learn language with easy-to-understand lesson plans and fun-filled activities.
Subscriptions may not be transferred and fees are not refundable. Subscribe Now
A Smart Chart is a list of the icon sequence/s you will need to locate the target vocabulary for this lesson. Choose your language system and level to access the specific Smart Chart you'll need.

Build smart charts for a variety of language systems and levels within lesson plans and activities.

Create your own custom smart charts in My Lab (Subscription Required) Visit your account dashboard to easily subscribe.
Up to 25 smart charts can be saved with up to 25 target words each. Your Smart charts can be colored according to parts of speech to enhance familiarity and aid learning.

# data[].attributes.attachment_link.description
Check out what's new on AAC Language Lab

# data[].attributes.attachment_link.description
TalentLMS - Cloud based, Lean Learning Platform with an Emphasis on Usability and Easy Course Creation

# data[].attributes.attachment_link.readable_text
Featured Post

Here in the US, we're getting ready for Turkey Day. If you're celebrating Thanksgiving, these resources may be of interest.... [Read More...]

Video of the Week

How can we support AAC users who struggle with executive function? In today's featured video, we learn from Kansas-based SLP... [Read More...]

# data[].attributes.attachment_link.provider_name
The Richard West Assistive Technology Advocacy Center (ATAC)

# data[].attributes.attachment_link.description
Get FREE professional development and learn about all facets of Assistive Technology The Richard West Assistive Technology Advocacy Center (ATAC) is pleased to announce a partnership with the Assis…

# data[].attributes.attachment_caption
AT Talks Podcast – Assistive Technology Center at TCNJ, NJDOE-OSE

# data[].attributes.attachment_link.title
AT Talks Podcast – TCNJ Assistive Technology Center

# data[].attributes.attachment_link.description
Purpose: AT Talks is a podcast dedicated to exploring how assistive technology can transform education in the Garden State. Each episode highlights innovative A

# data[].attributes.attachment_link.readable_text
This module offers an overview of assistive technology (AT) with a focus on students with high-incidence disabilities such as learning disabilities and ADHD. It explores the consideration process, implementation, and evaluation of AT for these students (est. completion time: 2.5 hours).

Work through the sections of this module in the order presented in the STAR graphic above.

Related to this module

Copyright 2023 Vanderbilt University. All rights reserved.

# data[].attributes.attachment_link.description
This module offers an overview of assistive technology (AT) with a focus on students with high-incidence disabilities such as learning disabilities and ADHD. It explores the consideration process, implementation, and evaluation of AT for these students (est. completion time: 2.5 hours). Work through the sections of this module in the order presented in the STAR graphic above.

# data[].attributes.attachment_link.readable_text
We are committed to children and families with the greatest need due to disability or special health/mental health needs; poverty; discrimination based on race/ethnicity, gender, gender identity, sexual orientation, language, immigrant or homeless status; involvement in the child welfare or juvenile justice systems; geographic location; or other special circumstances. SPAN's individual assistance, workshops, and resources are available in languages other than English. Learn more about us.

# data[].attributes.attachment_link.description
Empowered Parents: Educated, Engaged, Effective!

# data[].attributes.attachment_link.provider_name
The Richard West Assistive Technology Advocacy Center (ATAC)

# data[].attributes.attachment_link.readable_text
The Richard West Assistive Technology Advocacy Center (ATAC) of Disability Rights New Jersey (DRNJ) serves as New Jersey's federally funded assistive technology project through a sub-contract with New Jersey's Department of Labor and Workforce Development. Its purpose is to assist individuals across New Jersey in overcoming barriers in the system and making assistive technology more accessible to individuals with disabilities throughout the state of New Jersey.

Technology Grant Funds Available via NJCDD

The Richard West Assistive Technology Advocacy Center, in partnership with the New Jersey Council on Developmental Disabilities, is excited to offer a grant program designed to provide technology tools to individuals to support independence and community involvement.

Requests for reimbursement are limited to electronic devices, as specified here, to support the needs of adults (21 and over) in the following areas:

Advocacy Engagement- join in advocacy efforts on a local, state or national level

Health and Wellness- telehealth appointments, therapies and access to healthy living activities

Education and Socialization Activities- connections with support groups, family, friends and peers to alleviate anxiety due to social distancing, and/or increase positive shared experiences. Participation in classes and skill building virtual activities.

Visit the NJCDD Technology Grant webpage to learn more. Deadline 9/15/22
Save the Date! Two Exciting PD Events

The Richard West Assistive Technology Advocacy Center is excited to offer two exciting professional learning experiences related to Assistive Technology.

Both events will be delivered live at the Mercer Community College Conference Center, West Windsor NJ

Introduction to PODD (2 Day Event)

(Tentatively scheduled: mid December 2022)

PODD Training is a two-day course that will demonstrate the use of a Pragmatic Organization of Dynamic Display (PODD) approach developed by Gayle Porter (Melbourne, Australia). Generic templates for multi-page "light tech" communication books have been carefully designed to support genuine communication for a variety of functions throughout the day. These templates may be customized for a range of access methods and other individual needs.

2022 NJ Assistive Technology Summit

(Tentatively scheduled:September 2022)

Our annual Assistive Technology Summit is returning as an in-person event in 2022. The AT Summit will include a pre-conference day full of half day in-depth AT sessions followed by a full day of concurrent sessions focused on all areas of Assistive Technology.

FREE Opportunity to Learn About Assistive Technology

To obtain your FREE access to this online learning opportunity please fill out the form.

The Richard West Assistive Technology Advocacy Center (ATAC) is pleased to announce a partnership with the Assistive Technology Industry Association (ATIA) to provide complimentary unlimited access to the ATIA Learning Center. The Learning Center provides access to an array of recorded learning sessions focusing on all aspect of assistive technology. Learn more about the ATIA Learning Center at https://www.atia.org/learning-center/

Watch our information session about the ATIA Learning Center

Please note: This opportunity is only for New Jersey residents and those who work for NJ agencies.

ATAC provides funding to sub-contractors throughout New Jersey in order to effectively provide the core services of the AT Act:

ATAC can provide opportunities for NJ residents with disabilities to become familiar with specific types of AT by comparing and contrasting the functions and features of devices through hands on exploration.

ATAC provides a library of AT devices available to NJ residents with disabilities to borrow, for a limited time period, to try before you buy. That way you can decide if a device is right for you before purchasing.

ATAC supports the reuse of assistive technology, through a partnership with Goodwill Home Medical Equipment, to get equipment out of the basements / garage and into the hands of NJ residents with disabilities who can use it (at a significant cost savings to the individual).

disabilityrightsnj.org

Not from New Jersey? (We're sorry!)

Need help in finding your AT ACT program?

If you have not done so yet, take a moment and Register to Vote. Your voice counts!

The form must be received 21 days before the election!

# data[].attributes.attachment_link.title
Richard West Assistive Technology Advocacy Center

# data[].attributes.attachment_link.description
What is ATAC? The Richard West Assistive Technology Advocacy Center (ATAC) of Disability Rights New Jersey (DRNJ) serves as New Jersey's federally funded assistive technology project through a sub-contract with New Jersey's Department of Labor and Workforce Development. Its purpose is to assist individuals across New Jersey in overcoming barriers in the system and making...

# data[].attributes.attachment_link.description
Office narrative for the Office of Special Education

# data[].attributes.headline
Executive Function Brain Trainer Podcast with Dr. Erica Warren & Darius Namdaran

# data[].attributes.subject
Executive Function Brain Trainer Podcast with Dr. Erica Warren & Darius Namdaran

# data[].attributes.attachment_link.title
Executive Function Brain Trainer Podcast

# data[].attributes.attachment_link.description
Self-Improvement Podcast · Updated Weekly · The Executive Function Brain Trainer Podcast, co-hosted by Dr. Erica Warren and Darius Namdaran, is a biweekly exploration into improving executive functions. The series transforms complex brain scien…

# data[].attributes.headline
Talking with Tech (AAC) - Rachel Madel and Chris Bugaj

# data[].attributes.subject
Talking with Tech (AAC) - Rachel Madel and Chris Bugaj

# data[].attributes.attachment_link.readable_text
What Listeners are Saying...

"I listen to you every day while walking my dogs Sam and Shiloh. They know your opening sounds and voices. This signals a good, long walk is coming. I am pumped and energized to work with my nonspeaking clients after listening to you. Your podcast provides inspiration and encouragement for me to never give up on my people."

- No Voice Left Behind

"Keep up the great work! You both are wonderful to listen to! I just started listening last month and I love all the content. When I start a show, I always think "I wonder what I will learn today?" and then I always have some kind of takeaway. It's helped me feel like I'm not alone on this AAC journey and has helped me with professional development and feeling like I'm a member of an AAC community. You are making a difference, even in my rural town!
-tiggerkw6

" Equal parts informative and inspirational, Rachel and Chris our incredibly knowledgeable and compassionate hosts. This podcast has helped me so much in understanding the use of AAC as a critical communication system for clients. A must-listen!"
-LAleads

"This podcast has completely transformed my clinical practice and the way I perceive my therapeutic role. I am better equipped to support the needs of my students, families, and teams because of the relevant, evidence-based, practical content that Chris and Rachel bring to the table in each episode. This resource is invaluable and essential- one of the first tools in my toolbox. Thank you for inspiring me and re-igniting my love for this field and profession!"
-Yay2

"When I discovered there was an AAC podcast my heart filled with joy! Finally, a show for me to learn about the latest research, clinical techniques and even hear from AAC users themselves. Talking with Tech is my go-to SLP podcast in the sea of my mant true crime ones. I love hearing the weekly updates and following both Rachel and Chris on social media. I even had a spazzed fangirl moment when I got to meet them at ATIA. AAC doesn't need to be scary and this podcast makes all things AAC and assistive tech accessible to it's listeners. Thank you Rachel & Chris!

- AACed It Communication

"I have been an SLP for 27 years but will never stop learning. AAC and AT have always been a special interest of mine. I have been blessed the past two years to work with 4 students with complex communication needs. Your podcast is helping me advance my teaching/coaching with the 9 paraprofessionals that I work with and to gently overcome the overuse of a prompting method that has been pervasively used with these students. Keep Talking 😃"
- LindabSLP

"I've been procrastinating writing a review for a long time because it has been difficult for me to find the right words to truly express my gratitude for this podcast.I stumbled upon Talking with Tech unexpectedly, but it has changed my professional career and personal life in so many ways. They share real life experiences, research, and strategies that can be implemented immediately."
- GiaSLP

"I am completely in love with your podcast. I am an SLP and AAC Specialist for our county board of developmental disabilities and we actually have a "podcast club" (like a book club) where the AAC Specialists on our team get together once a month and have a discussion about one of your episodes. It has led to great discussions that have caused us to sometimes validate and sometimes challenge our service model. You always have interesting, fresh content and the supporting materials are extremely helpful. Thank you for this incredible resource, we are very grateful for it!!"
- Rachael CCBDD

I am currently enrolled in the AAC course for my graduate program, and I am disappointed to say that it is outdated and disorganized. I am SO grateful for access to resources such as this for students like myself who are motivated to self educate, but can't necessarily afford to attend CEU events yet. Thank you!
- Karen F.

"I am an Assistive Tech Leader working overseas. I listen to your podcast as I commute to work and love it as it keeps me on the cutting edge of AAC despite the physical distance. I meet with a team of AT professionals and we have used your podcast as a 'jumping off point' for our discussions."
- Overseas SLP

# data[].attributes.attachment_link.description
"I listen to you every day while walking my dogs Sam and Shiloh. They know your opening sounds and voices. This signals a good, long walk is coming. I am pumped and energized to work with my nonspeaking clients after listening to you.

# data[].attributes.headline
Assistive Technology Update - Josh Anderson

# data[].attributes.subject
Assistive Technology Update - Josh Anderson

# data[].attributes.attachment_link.readable_text
Assistive Technology Update-a weekly dose of information that keeps you up to date on the latest developments in the field of technology designed to assist individuals with disabilities and special needs.

Assistive Technology Update-a weekly dose of information that keeps you up to date on the latest developments in the field of technology designed to assist individuals with disabilities and special needs.

Dr.D

I'm an Occupational Therapist and Assistive Technology Professional with 15 years of experience. I am currently an AT & UDL Services Coordinator for my state. Part of my job includes supporting AT Specialists. This is a podcast I share out as an excellent resource. This is one of the podcasts that helped me develop the skills that has led me to be a state leader. Thanks Indata!

Informative and very professionally done

Great for professionals

SPEAKMODalities podcast

Great podcast to listen to! Information and educational

# data[].attributes.attachment_link.keywords[]
assistive technology update with josh anderson

# data[].attributes.attachment_link.title
‎Assistive Technology Update with Josh Anderson on Apple Podcasts

# data[].attributes.attachment_link.description
Assistive Technology Update-a weekly dose of information that keeps you up to date on the latest developments in the field of technology designed to assist individuals with disabilities and special needs. Assistive Technology Update-a weekly dose of information that keeps you up to date on the latest developments in the field of technology designed to assist individuals with disabilities and special needs.

# data[].attributes.attachment_link.description
The Accessible Learning Experience podcast features interviews with national, state, and local leaders whose work focuses on turning learning barriers into learning opportunities.

# data[].attributes.attachment_link.description
Learn about CAST’s Universal Design for Learning framework, fostering inclusive educational experiences and improving learning outcomes for all learners.

# data[].attributes.attachment_link.title
Indicator 1: Consideration of AT Needs - Quality Indicators for Assistive Technology Services

# data[].attributes.attachment_link.description
Quality Indicators for Consideration of Assistive Technology Needs Consideration of the need for AT devices and services is an integral part of the educational process contained in IDEA for referral, evaluation, and IEP development. Although AT is considered at all stages of the process, the Consideration Quality Indictors are specific to the consideration of AT [...]