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Finding a CHAMPION and a group of champtions to  challenge and change the

working top down (get administrators on side and bottom up.

Advocate to government bodies- GEt more money based on number of users you have)

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Dispelling MYTHS
Sharing FACTS
Sharing RESEARCH

Believe PEERS and actual  experiences

TEACHER TEACHING TEACHERS (Maybe not an SLP)

VISIBILITY OF OTHERS USERS

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HOW DO WE REPLICATE OURSELVES? - CLick on links yourselves - ON DEMAND TRaining.

OBLIGATED TO SHARE - SNowballs.

Video archive where people can see what works

Group trainings - Hour parent/family groups

PEER group training- getting other students involved. Gave grades/marks on how well they interacted with users

Pre-training workshops where documents questions they have - actual needs - not projected needs.

In Training - Develop an action plan! What are you doing, what are you going to do differently -

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- BRING parents into the environemnt - "free labor"
Bring grandparents (and other family members) into the environment.

Siblings! Siblings WANT training.

CHALLENGE & DISPUTE WHAT HAS ALWAYS BEEN - WHY ARE WE DOING THIS THIS WAY

FUNDING - Respite funding. Portions it  out with a student (like an SLP University level).

PLAN LESSONS WHERE YOU ASK QUESTIONS but go to next student then give time to answer it by moving on the next person

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Inadequecies and insecurities (I need to be an expert). 

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Inadequecies and insecurities (I need to be an expert). 

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Having a communication partner who understands and setting up the environment - setting up communication opportunities 

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Having a communication partner who understands and setting up the environment - setting up communication opportunities 

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Device travelling with student when it DOES come to school - left back in classroom.

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Device travelling with student when it DOES come to school - left back in classroom.

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Availability of the device - Device coming with student. 

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Availability of the device - Device coming with student. 

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Wanting children to verbally speak - parent priorities. 

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Wanting children to verbally speak - parent priorities. 

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Complexity of social environment - complex social situations. 

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Complexity of social environment - complex social situations. 

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Time pressures - for training/ Practical logististics 

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Time pressures - for training/ Practical logististics 

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Setting achievable goals. not looking at communication and language development overall.

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Setting achievable goals. not looking at communication and language development overall.

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One size fits all - every child gets the same system to fits with the school system

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One size fits all - every child gets the same system to fits with the school system

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Consistency among every support person in a user's environment 

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Consistency among every support person in a user's environment 

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Buyin - and maintaining buy-in that it is "the right system". 

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Buyin - and maintaining buy-in that it is "the right system". 

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Parents concerns about child looking different

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The people supporting th AAC user doesn't need the device - "I know what they mean

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Idea that the child may lose motivation and confidence if they don't experience success

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Public awareness. Talking to people they are with rather than user of device.

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Public awareness. Talking to people they are with rather than user of device.

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Breakdowns

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To train, model, support,

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Multiple systems in an environment - difficult (impossible?) to model all of them 

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Multiple systems in an environment - difficult (impossible?) to model all of them 

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Funding limitations for sufficient training

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Funding limitations for sufficient training

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Fear of buying an expensive device and it failing to be used or usegul

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Fear of buying an expensive device and it failing to be used or usegul

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Like, that someone doesn't have something to say.

Like, ipad is the only way to go.

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Competent English users such as teachers wanting to use systems that make sense to them (e.g. Some apps)  rather than using a system that has been built with the  language learner in mind

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Time, cost, competency and confidence of the team and others around the student

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Time, cost, competency and confidence of the team and others around the student

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Whether they have an advocate in their life

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For SP to teach, for teachers to use, for the student to use. Especially with multiple ayst5ems in one class

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Idea that have to have mastery of device, that is, staff. Avoid device. Time in the day to use it

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Idea that have to have mastery of device, that is, staff. Avoid device. Time in the day to use it

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Squeaky wheel gets the grease. If they're not running around the room or have high personal care needs they are a lower priority 

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Squeaky wheel gets the grease. If they're not running around the room or have high personal care needs they are a lower priority 

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Squeaky wheel gets the grease. If they're not running around the room or have high personal care needs they are a lower prioritt

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Squeaky wheel gets the grease. If they're not running around the room or have high personal care needs they are a lower prioritt

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Transition to hone

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Unfamiliar listener versus familiar listener

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Unfamiliar listener versus familiar listener

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Large waitlists
Funding for implementation and assessment time.

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Time and capacity of the therapist working with the person

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Time and capacity of the therapist working with the person

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Communication partners not understanding the AAC language, not not presuming competence and not accessing training when it is available

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That it may take time for them to respond

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Transition between environments

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Communication partner knowledge and skill

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Limitations imposed on people by the people around them

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Limitations imposed on people by the people around them

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And society

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Access to funding and the time it takes to recieve a device

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Their communication partners previous experience of AAC

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Preconceived ideas about level of disability or cognition

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Preconceived ideas about level of disability or cognition

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Confidence in implementing systems, therapists often change, implementing things that other therapists have inititated.  How do we make decisions about what is going to be the best option?
Schools having confidence and understanding to implement a range of systems and why a range of systems is needed in the classroom.

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Teacher to teacher. When students change classes and the focus on communication is different

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Qualifications and knowledge of therapists

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Amount of Resources

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Environments who do not have a focus on AAC or only one device

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Other environmental factors such as students behaviours

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"They won't be able to do it so why try"

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Workload

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Other people's motivations

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Consistancy, motivation and knowledge of people around the student and the students own motivation

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Other people's assumptions and attitudes