Today, we’re shifting focus to something that seems like it should be part of the solution: technology.
f you’re a teacher, parent, or therapist, you’re probably already familiar with individual barriers: limited access to tech, unclear goals, or not knowing where to start. But today, we’re looking up and out at the systems around our AAC users—starting with policy and practice barriers.
Recently, a group of powerhouse researchers—Dr. Janice Light, Dr. Susan Fager, Dr. Jessica Gormley, Glenda Watson Hyatt (who also uses AAC), and Erik Jakobs—published an important paper called “Dismantling Societal Barriers that Limit People Who Need or Use AAC.”
One of the most powerful ways to create a truly inclusive classroom is to make sure every student has a way to participate, respond, and be heard.
As speech-language pathologists, supporting literacy and emergent writing for AAC users is a fundamental part of promoting functional communication.
When we don’t provide students with a robust communication system, we don’t actually know what they want to say.
