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.
I just returned from the Assistive Technology Industry Association (ATIA) Convention, and I went to a session that left me really thinking – why do we still struggle with the same AAC roadblocks we faced 30 years ago?
If you’ve ever thought, “I want to do AAC well… but the day is already on fire,” you’re not alone. The good news is that high-impact AAC support doesn’t require a separate “communication block.” It fits inside what you’re already doing.
Families and school teams work incredibly hard to support students who need AAC. Devices get ordered. Apps get installed. Vocabulary gets selected. And then real life happens.
This week, a new Barbie showed up with a detail that feels small until you sit with it: Barbie with Autism is holding an AAC device.
