There are so many different types of communication devices out there, that it is difficult to even begin to share them all. There are a few that I have tried in the past and others that I have used with students. i think the one thing that I have learned in this past year about Alternate means to communicate or Augmentative Communication (AAC) is that it doesn't always have to be the big bells and whistles - sometimes it is the simple things that work the best and are the easiest to always have at your finger tips in a moments notice. Start small, one should not feel like have to do it all in one day. Find ways to incorporate communication into your every day classroom.
A great webinar that talks about introducing AAC into the classroom is found here.
Label the Classroom
A great webinar that talks about introducing AAC into the classroom is found here.
Label the Classroom
Use simple communication books
Provide simple phrases on communication switches everyone can use
Visual Schedules help support students in knowing "What is next?" Not only at school, but at home too.
A few other things I have learned through attending several trainings in the past year about AAC that have really stuck with me as I work with my students who struggle to communicate:
1. Never take away a student's voice. Expect them to be in control of it and carry it with them. A good example of that would be the low tech photo books that the student uses to communicate. If it is left in the classroom or the teacher is carrying it, how is the student supposed to communicate with you?
2. Don't just stick with "yes" and "no" questions - that is so very limiting and doesn't support expanding communication.
3. If you plan on using an Ipad for a communication device, it needs to be dedicated to just that function. Once students see it as something that is fun and can be played on, they do not typically use it for their intended purpose. You may need to consider the need for two Ipads. One for play, one for communicating.
1. Never take away a student's voice. Expect them to be in control of it and carry it with them. A good example of that would be the low tech photo books that the student uses to communicate. If it is left in the classroom or the teacher is carrying it, how is the student supposed to communicate with you?
2. Don't just stick with "yes" and "no" questions - that is so very limiting and doesn't support expanding communication.
3. If you plan on using an Ipad for a communication device, it needs to be dedicated to just that function. Once students see it as something that is fun and can be played on, they do not typically use it for their intended purpose. You may need to consider the need for two Ipads. One for play, one for communicating.