At this stage, communication often does not look the way people expect it to look. It may be reaching, pointing, giving an object, making eye contact, using a facial expression, changing body position, or moving toward a familiar place or person.
In the world of AAC, one of the most persistent—and harmful—myths is the idea that students should only have access to a small, limited set of vocabulary words.
ABC books might seem like something simple or old-fashionedin our screen-filled world, but don’t let that fool you! These important picture books are quietly doing some serious heavy lifting when it comes to early literacy development for our students.
Special education is expensive. Self-contained programs are staffing-heavy. Needs are complex. Everyone’s trying to stretch resources.
am often asked questions about what AAC success looks like. For many, the first things that come to mind might be independent use of the AAC system, expanded vocabulary use, or mastering an access method (e.g., scanning, eye gaze, etc.)
In AAC, we talk about “modeling” all the time. And I’m starting to think that word is working against us.
