It’s time to shine a light on something that many of us can control—what we know, what we’ve been taught, and the skills we bring to our support roles.Let’s talk about Knowledge and Skill Barriers.
Attitude barriers are the beliefs and assumptions we (often unconsciously) carry that lead us to underestimate, ignore, or exclude people who use AAC. It’s not about whether we like someone or have good intentions. It’s about what we assume they’re capable of.
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.
