Integrating Augmentative Communication in the Classroom, Home, and Community

Augmentative communication is the term used to describe devices to supplement speech or writing for those who have speech and written language impairments. Individuals with cerebral palsy, autism, and Parkinson's disease can take advantage of AAC devices to communicate or aid in communication. 

Strategies Teachers Use to Overcome "Learned Helplessness"
Students with speech and language impairments can have a difficult time communicating with others. By building in communication expectations each day the student feels included and held responsible to be an active participant in the classroom environment. Teachers can encourage students to use their augmentative communication systems by asking questions and providing them with a choice. They also need to be empowered by constructing phrases to reject situations that may be unsafe or they don't like.  

Ways to Integrate Augmentative Communication into an IEP 
When students are using an AAC device it should be included in the student's IEP. The device should not be included as a goal but an aid to help the student reach a specific goal. The goals and objectives should be included to ensure they are able to practice communication skills in their individual learning program. The device should be integrated throughout the school day for instructional and non- instructional use. 


The Importance of Supporting the Use of Augmentative Communication Systems at Home and in the Community
At the start of using an augmentative communication system the goal is for student to use the machine as an aid for communication regardless of the setting. The teacher must be heavily involved in the process to ensure a smooth transition from school to using the device at home and school. Using the device in other settings helps reinforce their communication skills. Family members should be trained on how to evaluate the implementation  process. You want to ensure the student is able to use the device in their environment. Special considerations should be made for the student's family involvement, culture, and identifying places or activities. 

Ways to Design Augmentative Communication Systems for Home and Community 
There are several ways to promote the use of an AAC device at home and in the community. Parents and family members should be trained on how to use the device in their home. When family members are trained student's are less likely to depend solely on school staff to troubleshoot technical and pragmatic problems. Interviewing the family will help the teacher provide specific communication demands to fit their lifestyle. The teacher should encourage family members to provide opportunities for the student to use their device. Most times parents and families can anticipate what a student wants but they must allow the student to communicate their needs. The family members should be providing data to school staff to ensure the AAC device is being used properly and if assistance is needed.