# data[].attributes.headline
Tell Me More: Increasing Sentence Complexity by AAC Learners

# data[].attributes.subject
Tell Me More: Increasing Sentence Complexity by AAC Learners

# data[].attributes.body
This article provides insight on how we can support learners to build more complex sentences using their AAC devices. The Tell Me More resource includes six key ideas to support students to build more sophisticated and precise sentences using their AAC system. I rated this resource a 4 out of 5 because the ideas promote assuming competence of the AAC user. The resource aims to equip AAC users of building more complex sentences and more tools for carrying social conversations in the real world.

# data[].attributes.headline
Aided Language Modeling in Everyday Activities

# data[].attributes.subject
Aided Language Modeling in Everyday Activities

# data[].attributes.body
This information kit highlights the importance of modeling Augmentative and Alternative Communication systems for users referred to as Aided Language Stimulation (ALS), partner augmented input, or natural aided language. I rated this resource a  3 out of 5 because although the article provides examples of how to model using low tech AAC systems such as  a communication device, it does not give insight on how an instructor can model using a device that is mid to high-tech. To strengthen this resource, more examples for mid and high-tech systems as well as citing the language ladder would be beneficial.

# data[].attributes.headline
5 Ways to Optimize an Ipad as a Communication Device

# data[].attributes.subject
5 Ways to Optimize an Ipad as a Communication Device

# data[].attributes.body
This video of the week provided 5 tips for using an Ipad as a communication device. I was expecting more in depth information regarding specific apps and tools that can be used for AAC with an Ipad or similar high tech device. I rated this resource a 2 because the tips seemed to be quite obvious, such as getting an evaluation from a speech pathologist to help choose an app, and not downloading games on the device being used for AAC. After the short video, I was left with more questions. I was looking to see what kind of apps could help with AAC.

# data[].attributes.headline
How I Do It-Strengthening our Remote AAC Sessions

# data[].attributes.subject
How I Do It-Strengthening our Remote AAC Sessions

# data[].attributes.body
This article describes the structure and platforms used for remote instruction. Particular attention is paid to supports and design elements to provide Aided Language Input. Platforms used include: Jamboard, Google Slides, and Youtube. The article also describes practices like embedding videos to create lesson pauses that allow time for Aided Language Input. The article also provides useful practical advice for sharing screens and teaching remotely.

I rated this article a 3 out 5 because it focuses on intentional design of remote lessons and provides one model. While there is no universal model for remote instruction, it's useful to see how one teacher thinks about providing supports and teaching remotely. I think the article could have expanded on examples for providing supports based on specific tasks or functions expected of students (i.e How do you support students who receive in-class reading support?).

# data[].attributes.headline
School Year of Core Vocabulary Words: AAC Resources for Month 1 (August)

# data[].attributes.subject
School Year of Core Vocabulary Words: AAC Resources for Month 1 (August)

# data[].attributes.headline
Strategy of the Month : Understanding our Learners

# data[].attributes.subject
Strategy of the Month : Understanding our Learners

# data[].attributes.headline
Growing AAC Professionals: AAC-friendly Books

# data[].attributes.subject
Growing AAC Professionals: AAC-friendly Books

# data[].attributes.body
A professor from the University of Memphis who is an AAC SLP shares about AAC-friendly books that her students created. This article outlines three different student-facing books that address use of AAC. One book is a bilingual (spanish and english) book about the zoo. The book is intended to be used as shared reading for families. It also includes information for parents about literacy for bilingual AAC users. They developed a Tarheel Reader and a bilingual communication board. The second book is developed for children under the lens of emergencies and first responders. It is intended to prepare children for how to use their AAC devices if they are ever in an emergency. This book was also created as a Tarheel Reader. The third book was made for children with the intention of teaching water safety. There is accompanying information for parents and water-safe AAC adaptations. Books and social stories can be made with the purpose of teaching children about a variety of things with AAC in mind. These books thoughtfully teach into specific situations and also can educate both children and their families in best practices for AAC. I love the one for emergencies, as that can be an extremely stressful and potentially extra dangerous situation for children with communication issues. Books like this are authentic ways to teach children using their AAC devices and to ensure safety and comfortability in a variety of situations. I rated this resource a 5 out of 5 because it was specific and informative. Teachers and families can adapt these books to fit their particular situations books can be created for broad purposes but also specific children/situations.

# data[].attributes.headline
Strategy of the Month: Engaging the Learner

# data[].attributes.subject
Strategy of the Month: Engaging the Learner

# data[].attributes.body
This brief resource outlines the importance of engagement and notes that it transcends all areas of teaching and working with children, specifically those with communication issues and needing AAC. It outlines seven important aspects to remember. These include presuming potential, making goals that are specific and helpful and choosing appropriate activities and materials. In addition, it is important to know the learner and what they prefer and enjoy, and to make sure that any task you are asking a child to do has a strong payoff. It continues to relay the importance of truly knowing a child in order to pick best and most appropriate practices.

It is important to remember the “people first” aspect of people, especially people with disabilities. Engagement is not a one size fits all approach, and it is vital to truly get to know students and find ways to best support their learning and use of AAC. I love that this resource is encouraging teachers and families to always presume the best, and work on the strengths and assets of children. This resource really encourages people to take the individual approach that all children need and deserve. This approach allows students to receive the most individualized and conducive program possible. I rated this resource a 4 out of 5, as it is brief yet informative. I believe anyone who works with children should read through these points.

# data[].attributes.headline
Strategy of the Month :            A PrACCtical Resource - AT for the Little Ones 

# data[].attributes.subject
Strategy of the Month :            A PrACCtical Resource - AT for the Little Ones 

# data[].attributes.body
This resource promotes the use of AAC in all classrooms by all teachers. It wants to create a school “culture” where staff members and students are familiar with AAC, AAC is built into the curriculum, and educators are held accountable for using it in their lessons and in their classrooms. This resource gives some ideas on how to get school communities more familiar with AAC (“Wear your words”) so that it is more commonly seen and accepted as a means of communication by anyone.

I rated this resource as a 3. I thought it was informative but vague. I would have liked to see more explanation and examples given for introducing AAC to all students. I didn't come away from this resource with practical tips for incorporating AAC into lessons. Also, there was some phrases in this presentation (e.g. "wear your words") that weren't defined, so I felt like I was missing information that would have helped me better understand the message of the presentation.

# data[].attributes.headline
AAC Resource for a year of core vocabulary words

# data[].attributes.subject
AAC Resource for a year of core vocabulary words

# data[].attributes.body
This resource gives examples of how core words can be used every day, for an entire month, to build AAC users’ skills. There is a weekly schedule of activities, example sentences for all the words, a list of books that feature the vocabulary terms and two calendars with different vocabulary.

I rated this resource with a 5 because it gave a really great overview of how to implement the vocabulary instruction for a day, a week and a month. There were sample lesson titles, books that use the vocabulary and examples of how the terms can mean different things in different sentences. I think this would be a great resource for a teacher who has a classroom of students who all use AAC, or a teacher who just wants to know more about using AAC with their students.

# data[].attributes.attachment_link.readable_text
Here in Florida, we're preparing to head back to school and that means thinking about support students who use AAC. Teachers, therapists, and aides play a pivotal role in helping AAC learners develop skills with core vocabulary so that they have a body of words that can be used across activities, environments, and communication partners.

There are lots of 'right' ways to support these students. Among them is an instructional approach in which a new set of core words is introduced every few weeks in order to build their experiences with AAC. Our Year of Core Words materials has two versions, (12 words/month) and Set 1 Set 2 (16 words/month; Different than the previous year's core words). If you've been following along, or are just getting started, these resources may be of interest.

Set 1 Words: any, bring, day, fall, give, hot, job, know, other, sick, sorry, together

Set 2 Words: aide, animal, clothes, finger, from, leg, only, must, night, pick, room, stay, still, town, white, woman

1. Minspeak/Unity version:

2. PCS versions: Set 2 words

3. Smarty Symbols: Set 1 words, Set 2 words

4. CoughDrop: Set 1 words; Set 2 words

5. WordPower Set 1 words: Set 1 (Note: This is a large file that contains the resources for several versions of WordPower)

6. Speak for Yourself: Set 1 and Set 2 Words

7. Unidad English 84 or 36: Set 1 words, Set 2 words

Model them in sentences like these:

Reading is a great way to get in some additional core word modeling and practice. Here are some book suggestions for Set 1 Words:

A Sick Day for Amos McGee by Philip Stead: any, bring, day, give, job, know, other, sick, together

Jamaica's Blue Marker by Juanita Haverhill: any, bring, give, know, other, sorry, together

Mouse Says 'Sorry' by Michael Dah: fall, give, hot, other, sorry, together

Sheila Rae, The Brave by Kevin Henkes: any, day, fall, hot, know, other

The Girl Who Never Made Mistakes by Mark Pett: any, day, fall, give, know, sorry, together

The Most Magnificent Thing by Ashley Spires: any, bring, day, know, other, together

If you've moved on to focusing on Set 2 words, these books may be helpful.

Hiromi's Hands by Lynne Barasch: aide, finger, from, only, pick, woman

In a Blue Room by Jim Averbeck: animal, clothes, night, room, still, white

Me...Jane by Patrick McDonnell: animal, leg, only, stay, white, woman

Miss Rumphius by Barbara Cooney: from, must, only, pick, still, town, woman

Summer Days and Nights by Wong Herbert Yee: animal, clothes, leg, night, still

The Hundred Dresses by Eleanor Estes: clothes, finger, from, leg, must, only, pick, room, woman

The Ugly Vegetables by Grace Lin: aide, clothes, from, still, woman

White Socks Only by Evelyn Coleman: clothes, leg, must, only, still, town, white, woman

Looking for more ideas? Check out Rachael Langley's calendar for August Set 1 words here. Note: This is a perpetual calendar designed to be used year after year. Just add the dates for the current year and you are good to go (e.g., in 2020 August 1 is on Saturday).

Have you moved on to the Set 2 words? If so, you'll want to look at Rachael's calendar for those words ( download here).

Much appreciation to Brian Whitmer, Nancy Inman, Lisa Timm, Eric Sailers, Rachael Langley, Kathryn Dorney, Barbara Fernandez, Bill and Lori Binko, Heidi LoStracco, Alison Wade, Russell Cross, Gail Van Tatenhove, and all the others who contributed these resources.

This post was written by Carole Zangari

Related posts

# data[].attributes.attachment_link.title
PrAACtically August - AAC Resources for A Year of Core Vocabulary Words

# data[].attributes.attachment_link.description
Here in Florida, we're preparing to head back to school and that means thinking about support students who use AAC. Teachers, therapists, and aides play a pivotal role in helping AAC learners develop skills with core vocabulary so that they have a body of words that can be used across activities, environments, and communication partners.

# data[].attributes.headline
Kathleen Polillio: Resources for Families & Teaching Word Prediction

# data[].attributes.subject
Kathleen Polillio: Resources for Families & Teaching Word Prediction

# data[].attributes.attachment_link.title
Kathleen Polillio - WS 6 A 5  AAC Resource exploration critique & shareout 

# data[].attributes.headline
Throwback Thursday: AAC Intervention Strategies

# data[].attributes.subject
Throwback Thursday: AAC Intervention Strategies

# data[].attributes.body
This is a list of intervention strategies for teachers and articles to read. It also includes lots of videos for educators or others that support the student.

The teacher models and uses an ipad with key vocab terms with pictures (AT). She pushes buttons on the ipad to focus on the key ideas, words like “who,” as she reads aloud.

Just like any other lesson you need: learning targets, explicit instruction, direct instruction, and feedback. However, you need to make sure that direct instruction is sufficient for your learner.

Use more high frequency words, rather than lesson specific ones

Recasting also helps students learn. You want to rephrase and take what the student said, but make it into a complete sentence that is grammatically correct.

# data[].attributes.attachment_link.readable_text
Engaging activities and materials are important in AAC instruction, but the real magic happens when we implement appropriate intervention strategies with fidelity and on a consistent basis. For Throwback Thursday, we raided the archives to revisit some previous posts on several key intervention strategies.

Filed under: Featured Posts, PrAACtical Thinking

This post was written by Carole Zangari

Related posts

# data[].attributes.attachment_link.title
Throwback Thursday: AAC Intervention Strategies

# data[].attributes.attachment_link.description
Engaging activities and materials are important in AAC instruction, but the real magic happens when we implement appropriate intervention strategies with fidelity and on a consistent basis. For Throwback Thursday, we raided the archives to revisit some previous posts on several key intervention strategies.

# data[].attributes.headline
Loving Literacy-Let’s Read and Write Storybooks

# data[].attributes.subject
Loving Literacy-Let’s Read and Write Storybooks

# data[].attributes.body
This article discusses how to get students engaged in the writing process by crafting their own storybooks. It takes you through the different steps in writing and also includes a list of adapted books.

If students are part of the process “authors, editors, etc,” they feel more engaged.

Give students more choice in how they engage with reading, but also how they choose to write their stories.

Students should rate the books they read to focus on their opinion writing.

They should also have access to graphic organizers or visual organizers.

# data[].attributes.attachment_link.readable_text
Literacy instruction involves lots of reading and writing. Last week, Carole discussed using storybook reading and the RAAP (Read, Ask, Answer, Prompt) strategy by Drs. Cathy Binger and Jennifer Kent-Walsh to teach communication and literacy. To use storybooks with all learners we need to have lots of books that are easily accessible. Books need to be accessible physically as well as through content and interest. It is lucky that with all of today's on-line resources there is an abundance of ways to obtain as well as make and write storybooks. All learners can and should be be involved in both the reading and writing process. Not only do literacy skills improve but so do communication skills.

Involving Learners in the Storybook Process

Reader & Writer Vocabulary- Facilitate involvement by using reader and writer vocabulary. Refer to learners as "readers", "authors", "editors", "publishers", "critics", etc. When you are treated and referred to as part of the process, you become more involved in the literary experience.

Choice Making- Offer learners many different choices depending upon goals and individualized situations. When reading, choices can be offered related to books, pointers, seating, turning pages, book genres, authors, etc. When writing, all learners can choose story themes, characters, conflicts, scenery, or any part of the story. Make choice making visual through pictures, symbols, or written text depending on learner level.

Rating Scales- Both the reading and writing process can be enhanced by rating various aspects of the literacy experience. When reading, books can be rated in terms of 'liking it or not so much', from 'scary to funny', by difficulty level, etc. When writing books, ratings can also be made in terms of difficulty in making decisions, types of characters, types of settings, and so much more.

Graphic Organizers- Graphic organizers are a visual display that helps organize information. For reading and writing, they help demonstrate relationships between concepts or ideas. They help organize how to put information together for writing. By using graphic organizers, all learners can participate in the process of relating information and building a story.

Visual Support Organizers- Use a variety of no-tech and low tech visual supports and strategies to organize and draw attention to important text and meaning. Things like Post It notes, dots, arrows, etc, high lighters for color coding, stamps, and labels are a few ideas.

Check out these awesome resources for making your own adapted books and for printing out already created adapted books and lessons.

Power Point Books- Ideas for talking PowerPoint Books from Glenda's Assistive Technology Blog
A-Z of Adapting Books for Students with Disabilities in Virginia
This post was written by Robin Parker

# data[].attributes.attachment_link.title
Loving Literacy-Let's Read and Write Storybooks

# data[].attributes.attachment_link.description
Literacy instruction involves lots of reading and writing. Last week, Carole discussed using storybook reading and the RAAP (Read, Ask, Answer, Prompt) strategy by Drs. Cathy Binger and Jennifer Kent-Walsh to teach communication and literacy. To use storybooks with all learners we need to have lots of books that are easily accessible.

# data[].attributes.headline
Self-Advocacy and AAC: 5 Skills to Consider Targeting

# data[].attributes.subject
Self-Advocacy and AAC: 5 Skills to Consider Targeting

# data[].attributes.headline
Using Patterns to Build Longer Sentences 

# data[].attributes.subject
Using Patterns to Build Longer Sentences 

# data[].attributes.body
This video provides a comprehensive overview of strategies to use tangible symbols for students with visual/audial/developmental disabilities. It reviews how to use a variety of symbols for a range of communication from communication boards to communication around a house. I learned that it is crucial to think about the tangible symbol from the perspective of the person using the referent. For example, if a visually impaired student enjoys whisking while cooking, the tangible symbol should not be a mini whisk, you should cut the handle of a whisk because that is the part which the individual actually uses and feels the most, therefore it would be the most concrete tangible connection. Additionally, it is important to encourage independence by providing as many symbols for communication as possible. It is important to continually add symbols as students' worlds expand.

# data[].attributes.headline
Simple Assistive Technology Ideas for Children Ages Birth to Three

# data[].attributes.subject
Simple Assistive Technology Ideas for Children Ages Birth to Three

# data[].attributes.body
This resource is a scenario based idea guide for parents and educators with children who have a range of disabilities or behavior challenges. Each page has a scenario of a challenge a family is having with their child and then they show the solution they found with a guide of how to make it yourself. The resource provides practical, effective and easy to follow steps for educators and parents to try on their own. It shares many ideas to further students' independence from a young age.

# data[].attributes.headline
Vocabulary Introduction Ideas and Activities

# data[].attributes.subject
Vocabulary Introduction Ideas and Activities

# data[].attributes.body
Praactical Thinking
The Year of Core Vocabulary Words and The School Year of Core Vocabulary Words,
Comprehensive Core Vocabulary Teaching developed by members of the AAC community.
Previously geared toward younger students, a new version is available for older children. It is a series of core words for each month. It includes activity calendars and introduces core words methodically and consistently
Younger children - middle school children
A+ or 5 rating

# data[].attributes.body
AAC-e Tool Box
AAC and Book Reading Visual Supports
Provides visual support for book choices, book rating and a book retell.
Provides students with book choice and the opportunity to share their opinion on the book as well as a check for understanding with the retell.
Students during reading time.
4 (would have liked to see more support for the retell portion)

# data[].attributes.headline
Strategy of the Month: Understanding Our Learners (Santos)

# data[].attributes.subject
Strategy of the Month: Understanding Our Learners (Santos)

# data[].attributes.body
I couldn’t help but reflect on this particular sentence:

“As much as we try to, it’s hard to really get a feel for what our clients are experiencing. Our bodies work well, for the most part, so we don’t automatically account for differences in sensory processing, motor control, executive functioning, cognition, or memory.”

Although I understand the sentiment, this phrase implies that ‘able-bodied’ individuals have bodies that do work, and folx with disabilities have bodies that do not. I grapple with this because as someone who is tasked with supporting vulnerable people with disabilities, this notion hints at a potentially harmful mindset.

In terms of the overall message of this resource, I believe it can be really powerful to truly understand someone, understand what motivates them, and then work with someone to create a plan that incentivizes and motivates them to strive towards a goal.

# data[].attributes.headline
Designing Effective Intervention for Middle and High School AAC Learners (Santos) 

# data[].attributes.subject
Designing Effective Intervention for Middle and High School AAC Learners (Santos) 

# data[].attributes.body
A huge takeaway I have from this resource is that it really highlights, through their key principles, the types of approaches taken to support Middle and High School learners. More specifically, it shows a deeply considerate approach that centers the goals of the students and NOT on the possible performative elements to therapy in the form of activities that lack purpose established by the student and their team.

# data[].attributes.headline
Video of the Week: Tangible Symbols for AAC

# data[].attributes.subject
Video of the Week: Tangible Symbols for AAC

# data[].attributes.body
Overview: Emily Macklin gives an overview of AAC, in addition to an overview of tangible symbols, what educators can consider when thinking about designing tangible symbols for communication, and how to implement them across different communication settings

Takeaways:

1. An introduction to AAC itself as any and all ways people use to communicate besides speech (like when thinking about AT, this includes low-tech, mid-tech, and high-tech options)

2. Some forms of ACC - including signing - exclude some people who have some types of visual impairment or have challenges with motor skills that modes of communication like signing require

3. Tangible symbols are used to increase independent communication skills, to move from pre-symbolic to symbolic communication, to create schedules, build sequencing skills,  and like other accommodations, to access the curriculum

4. Use of tangible symbols in receptive language reaches beyond choice making in building independence in communication

Who might benefit? Anyone - but educators in particular - who are new to learning about ACC but looking to learn more about how tangible symbols can be used as a mode of communication classrooms.

It should be noted that the resource and its definitions might move slowly for anyone well-versed already in ACC and communication with tangible symbols, but is an effective introduction to thinking more deeply about students who face challenges with verbal and signing communication.

Quality: 4 - As someone new to ACC and thinking about implementation in the classroom, this recorded presentation was high quality in its definition of foundational basics in ACC before delving deeper into practical use. Macklin additionally links research-based references and additional resources to learn more about specific areas in the presentation for future use.

- Claire Callahan

# data[].attributes.headline
Strategy of the Month: A PrAACtical Resource - AT for the Little Ones

# data[].attributes.subject
Strategy of the Month: A PrAACtical Resource - AT for the Little Ones

# data[].attributes.body
Overview: This PDF book of EZ at 2: Simple Assistive Technology Ideas for Children Ages Birth to Three provides parents and early childhood educators with a categorized list of activities supported by AT in various settings

Takeaways:

1. Young children who require ACC can build independence in all parts of their lives with support from adults who facilitate daily activities

2. A wide range of AT, including low-tech DIY AT solutions and high-tech options, can support early childhood strategies for young children to participate in daily life activities (i.e.play, reading, and communication)

Who might benefit? Parents and educators who work directly with students who use ACC, in addition to early childhood educators who want to learn more about activities that support students who use ACC in building independence across different parts of the school day

Quality 4 - This resource is valuable in its clear organization, with activities organized in a way that resembles a lesson plan, in a way; clear goals related to life skills and daily activities are included, including a clear outline of technology required, other materials needed, preparation, and options for adapting each activity to meet individual learners’ needs. The resource also offers anecdotal context from learners who are working toward particular goals, and suggestions for what can come next for learners working on goals related to communication, fine motor skills, etc.

- Claire Callahan

# data[].attributes.attachment_link.title
dfino22 - WS 6 A 5  AAC Resource exploration critique & shareout 

# data[].attributes.body
After reviewing the resource, overall it is a good starting point for professionals to find some ideas and methods to support students with AAC devices. Although I would have liked to see other posts, the site is consistently updated, and to see another post I have to go very far back. The biggest issue for me was that specific design.

# data[].attributes.headline
Assignment 5: AAC Resource Exploration, Critique & Share-out 

# data[].attributes.subject
Assignment 5: AAC Resource Exploration, Critique & Share-out 

# data[].attributes.attachment_link.title
Kathleen Egan - WS 6 A 5  AAC Resource exploration critique & shareout 

# data[].attributes.headline
How I Do It: Video Read-Alouds with Aided Language Input

# data[].attributes.subject
How I Do It: Video Read-Alouds with Aided Language Input

# data[].attributes.body
Overview: Dr. Kimberly Ho instructs on how to choose words to model as well as provide exemplars via video instruction
I thought this source was interesting because it provides a lot of cool research that help Dr. Ho determine which words to model and why it should be a blend.

# data[].attributes.headline
How Clear priorities and A Little Sacrifice Build Engagement

# data[].attributes.subject
How Clear priorities and A Little Sacrifice Build Engagement

# data[].attributes.body
This is a resource about having a clear priority in your lesson about what you would like to have the student achieve/practice, and letting the other things go. In order for students to have success with their AAC, we cannot expect them to be doing everything all at once. We need to have a clearly identified goal for the lesson and recognize that other things will fall to the wayside and that is okay. Not every lesson is going to touch on every skill and we want to make sure we are celebrating their successes clearly in the main skill we are working towards and not getting bogged down by wanting to do everything at once. This will end up in overwhelm and frustration for the student and ourselves. I think for all teachers working with students with AAC this is a useful resource, but especially those new to it. It can be a lot of pressure starting something new, but remembering that doing too much will not be serving the student is a good reminder.
I rated this resource a 5 because it is clear, and gives lots of solid examples to highlight why this is such an important strategy. It is concise enough that new teachers could easily read and understand the message of it.
-Grace Cogan

# data[].attributes.headline
Erin Flanagan Praactically March: More AAC Resources for a Year of Core Words

# data[].attributes.subject
Erin Flanagan Praactically March: More AAC Resources for a Year of Core Words

# data[].attributes.body
The resource I critiqued was "Pracctically March: More AAC Resources for a Year of Core Words." This resource provided resources for different ways to incorporate core words into everyday. I rate this resource a 4/5 because it provides wonderful activities and resources, such as a list of book suggestions that incorporate the core words. The only thing I would find helpful, which I did not find on this resource is grade level categories. It would be beneficial to be able to access resources and activities by grade level.

# data[].attributes.body
This is a poster of Dos and Don'ts for people to encourage and support AAC users. It gives suggestions and reasons of things that are helpful/unhelpful. The language and modeling used with AAC devices is important because the goal is to be allowing a student to communicate for themselves. We need to be very aware and cautious of if we are speaking for the student or not allowing them to feel like the device is truly for their communication. Giving them space and time to process and respond is very important as well so they can truly be engaging in conversation and not just answering questions and responding to task requests. This would be good for school staff and for parents as well. I think anyone interacting with a student with an AAC device would benefit because if you’ve never interacted with someone using an AAC device before, then you may not know how to do so in a positive and genuinely communicative way.
I rated this resource a 3 because it would be a good thing to have hanging in classrooms/offices that support students using AAC, but it’s only useful and practical if people look at it and believe it. I think it would need to be pointed out/explained to new staff in a room so they can see it and think about it before working around a student using AAC devices.
-Grace Cogan

# data[].attributes.body
This article introduced the resource of the communication boards. These seem to be a very helpful resource for students who struggle with communication. I rated the resource a 3 because while the article does provide a low tech ACC resource, it does not provide suggestions as to how to incorporate this into classroom.

# data[].attributes.body
Robin Chen

# data[].attributes.body
Eden Phillips

# data[].attributes.body
Eden Phillips

# data[].attributes.headline
How Clear Priorities and A Little Sacrifice Build Enagagement

# data[].attributes.subject
How Clear Priorities and A Little Sacrifice Build Enagagement

# data[].attributes.body
Meadbh Koenigsberg

# data[].attributes.body
Meadbh Koenigsberg