Every year, I hear the same hesitation:

“Our students just aren’t ready for high-tech AAC.”

It sounds practical—but that belief is a myth that has held too many students back for too long.

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❌ Myth 1: Students Have to Be “Ready” Before Using Robust AAC

There are no prerequisites for AAC.

• Research says: All students who cannot rely on speech for communication deserve access right away (Beukelman & Mirenda, 2020).

• ASHA confirms: AAC does not stop speech development—it often supports it.

• In practice: Waiting for “readiness” means missing critical years of learning and connection.

💡 Key Insight:

“Readiness is not about the student—it’s about whether we are ready to deliver.”

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❌ Myth 2: Students Must Start with Low-Tech

Low-tech AAC (like boards or books) is useful—but it’s not a “first step.”

• High-tech + low-tech work together. Each tool fits a particular moment and environment.

• Example: A paper board may be perfect for playground interactions—but in class, a device opens up full language access.

⚠️ Caution:

Some hidden reasons delay robust AAC use:

• Cost concerns. High-tech AAC can be expensive, leading districts to hesitate.

• Staffing limitations. Lack of qualified personnel for insurance-eligible AAC assessments may create bottlenecks.

If light-tech is favored only because it’s easier to implement, that’s a red flag for staff and families.

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❌ Myth 3: Some Students Are “Too Young” for AAC

This one lingers but isn’t supported by current research.

• Even toddlers benefit. Early AAC use boosts language, literacy, and participation.

• Studies confirm: Early introduction supports development (ASHA; Elmhurst University, 2024).

• Consider this: Babies use babbles, gestures, and signs well before speech—AAC is simply another pathway.

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📊 What the Research in 2025 Adds

Recent studies put it plainly: adult action matters more than student “readiness.”

• Attitudes are the barrier. Adult beliefs—not student capability—often block AAC success (Hanley et al., 2025).

• Partners matter. When teams share responsibility (“AAC is everyone’s job”), outcomes improve (Light et al., 2025).

• Literacy exclusion is avoidable. Many students don’t get literacy access because adults aren’t trained to include AAC in instruction (RERC on AAC, 2025).

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🚦 What’s Really Holding Students Back?

When AAC doesn’t work, it’s usually because of adult/system factors—not the student.

• Devices locked or unavailable

• Adults untrained or unsure how to model AAC

• Misbeliefs (“AAC will stop speech”)

• Inconsistent access across settings

• Budget and staffing barriers blocking high-tech AAC options

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✅ What Teachers and Leaders Can Do Today

• Give access now. Provide robust AAC without delay.

• Model every day. Use the device while you speak. Start by modeling one word or message per activity—add more as your comfort grows.

• Invest in training. Short, repeated coaching works better than one-time workshops.

• Embed AAC everywhere. Include it in lessons, routines, meals, and play.

• Protect access. Devices should be available, charged, personalized—and never locked away.

• Advocate boldly. If cost or staffing is used to justify avoiding high-tech AAC, raise the red flag—communication is a right, not a convenience.

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💡 Bottom Line

High-tech AAC is not a reward—it’s the starting point.

Students don’t need to prove readiness. Instead, we must ask:

Are we, the adults, ready to provide the right support?

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📚 References

Beukelman, D. R., & Mirenda, P. (2020). Augmentative and alternative communication: Supporting children and adults with complex communication needs (5th ed.). Paul H. Brookes Publishing.

American Speech-Language-Hearing Association. (n.d.). Augmentative and alternative communication (AAC): Practice Portal. Retrieved August 28, 2025, from https://www.asha.org/practice-portal/professional-issues/augmentative-and-alternative-communication/

Elmhurst University. (2024, April 16). Busting myths about augmentative and alternative communication (AAC). Elmhurst University Blog. https://www.elmhurst.edu/blog/augmentative-alternative-communication-myths/

Light, J., Fager, S., Gormley, J., Watson Hyatt, R., & Jakobs, T. (2025). Dismantling societal barriers that limit people who need or use AAC: Lived experiences, key research findings, and future directions. Augmentative and Alternative Communication, 41(3), 230–244. https://doi.org/10.1080/07434618.2025.2508490

Hanley, E., Davies, J., Watts, C., & Porter, J. (2025). Communication partners’ perceptions of their roles in AAC: A qualitative study. British Journal of Learning Disabilities, 53(2), 165–177. https://doi.org/10.1111/bld.12489

Rehabilitation Engineering Research Center on AAC (RERC on AAC). (2025). Overcoming barriers to literacy for individuals who need or use AAC. Pennsylvania State University. Retrieved August 28, 2025, from https://rerc-aac.psu.edu/publications/

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