What Teachers Need to Know About AAC This Fall

As the new school year begins, classrooms are bustling with renewed energy and optimism. For teachers, this fall brings opportunities to set routines, establish relationships, and ignite curiosity. For many students—especially those who are non‑speaking or have limited verbal communication—having effective access to Augmentative and Alternative Communication (AAC) systems is essential. This blog explores how educators can support students using AAC, ensuring inclusion, active participation, and academic success.

1. Understanding AAC: What It Is and Why It Matters

What is AAC?
AAC refers to methods (tools, strategies, devices) that supplement or replace speech for individuals with communication challenges. It includes:

• Unaided systems: Gestures, signs, facial expressions.

• Aided systems: Picture boards, symbol systems (like PECS).

• Speech-generating devices (SGDs): From basic voice-output switches to high-tech tablet-based apps and dedicated devices.

• Hybrid systems: Combining visuals, text, and speech output.

Why AAC matters

• Empowers communication: Gives students a voice to express wants, needs, ideas, and feelings.

• Supports inclusion: Enables full participation in classroom interactions—both academics and social.

• Facilitates learning: Supports literacy, vocabulary development, and cognitive growth.

• Reduces behavior issues: Communication challenges often lead to frustration; AAC mitigates them by offering alternatives.

2. Getting Started: Know the Student’s AAC Profile

Every AAC user has a unique setup, including:

• Device type: Is it a low-tech switch or a tablet with a dynamic display?

• Access method: Is the student able to touch, point, switch scan, use eye gaze, or another mode?

• Vocabulary set and organization: Are words arranged by fringe/core vocabulary, color-coded, or organized thematically?

• Level of independence: Does the student navigate and create messages independently, or require prompts and support?

🚩 Action Step for Teachers:
At the start of the school year, ask to see each student’s AAC system. Observe it in use during class routines. Collaborate with speech-language pathologists (SLPs) and paraprofessionals to understand access needs and customizations.

3. Daily AAC Use: Make It Routine

To become fluent communicators, students need rich, natural, and consistent opportunities to use their AAC throughout the day.

Embed AAC in everyday routines

• Morning greetings: “Good morning!” “I feel ___.”

• Class announcements: “What’s today’s schedule?”, “I need a pencil.”

• Subject-specific language: In math (“compare,” “addition,” “greater”), science (“observe,” “predict”), and more.

• Social interactions: “Join Reading Group?”, “Play with me?”, lunchtime choices.

Modeling AAC use
Teachers and peers can model AAC, even if they can speak verbally. Overlay your speech with words on the device. For instance, while asking a question, touch the AAC device to show the words simultaneously. This helps build language organization, grammar, and usage in context.

Use peer buddies
Pair AAC users with receptive peers. Encourage classmates to ask questions like “What do you think about this?” Then prompt the student to use their device to respond. This fosters meaningful interaction and normalizes AAC.

4. Classroom Environment and Tools

Positioning the device

• Should be within easy view and reach—e.g., handheld, on a desk mount, wheelchair tray, or table stand.

• Ensure it’s clean, stable, and visible from teacher’s position and group settings.

Cell size and layout
Work with SLPs and AT (Assistive Technology) specialists to adjust cell sizes and page layouts—too small can be inaccessible; too large limits vocabulary access.

Device readiness

• Charge at night and spare batteries available.

• Consider protective covers and cleaning wipes depending on school policies.

• Keep device chargers in a common, labelled area for easy access.

5. Supporting Independency: Scaffolding Without Taking Over

Students often need support to become confident AAC communicators—but that support should not substitute their voice.

Prompting strategies

• Visual prompts: Show symbol pictures to remind them.

• Choice prompts: “Do you want ___ or ___?” pointing to symbols or buttons.

• Partial pointing: Point near—but not on—a button to cue without taking control.

• Verbal prompts: Use open-ended questions: “What do you want?”, “How do you feel?”

Fade supports over time
Aim for students to initiate communication independently. Reduce prompts gradually to foster autonomy.

6. Literacy and Language Development

AAC isn’t just about saying words—it’s fully compatible with literacy pedagogy.

Core and fringe words

• Core vocabulary: high-frequency words (e.g., “more,” “go,” “feel”) should be reinforced and expanded.

• Fringe vocabulary: academic and content-specific terms to enhance curriculum access.

Dynamic displays and literacy tools

• Encourage spelling features, word prediction, phrase expansion.

• Incorporate AAC with phonics, shared book reading, and writing across content areas.

Interactive reading activities

• Use AAC to respond to “who,” “what,” “where,” and “why” questions during read-alouds.

• Let students “read” predictable books by activating buttons in sequence.

7. Social-Emotional Learning and Peer Interactions

Fluency with AAC includes emotional expression and pragmatic usage.

Encourage affective communication
Add emotion words or feelings inventory to devices (e.g. “sad,” “excited,” “frustrated”). Use check-in routines where students express feelings via AAC.

Teach peers about AAC
Set aside time early in the year to explain AAC to classmates: what it is, why we use it, how to wait, listen, ask questions, and respond. Use role-play to practice.

Foster joint attention and play
During collaborative games, ask peers to include AAC users:
“Your turn! Can you ask ___ to pass the ball?” Through AAC, they can actively participate and invite others.

8. Collaboration: SLPs, AT Specialists, and Families

AAC users rely on a team—teachers are pivotal members of that team.

Partner with SLPs and AT specialists

• Schedule AAC meetings early in the year to review language goals, device settings, and access needs.

• Ask for resources on vocabulary targets, core word boards, or modeling strategies.

Include paraprofessionals
Paraeducators often support AAC access—share routines for using AAC models, prompting levels, independence goals, etc.

Engage families
Ask families how AAC is used at home—devices, mobile apps, vision boards—and replicate those modes and vocabulary at school for consistency and practice.

9. Progress Monitoring and Goal Setting

Set measurable goals
Wording communication goals might look like:

• “Student will use the AAC device to request preferred items during snack time with minimal prompts in 4 out of 5 opportunities.”

• “Student will answer ‘yes/no’ questions using the device with accuracy in 80% of classroom trials.”

Data collection
Use anecdotal notes, charts, or digital tracking tools. Note frequency, prompt levels, error types, and independence level.

Review quarterly
In team meetings, share progress and adjust vocabulary, prompts, or goals as needed.

10. Troubleshooting Common Challenges

Device isn’t accessed or ignored

🔧 Adjust positioning, check visibility, review calibration for scanning or eye gaze, ensure voice output is audible and appealing.

Student overuses partner-assisted support

📞 Shift to least intrusive prompting. Practice independent usage daily with consistent fading plans.

System not matching curriculum

📝 Work with specialists to add academic words. Use features like word prediction to promote flexibility.

Unexpected downtime

📚 Always have a low-tech backup—letter boards, communication notebooks, symbol charts—for emergencies or tech hiccups.

11. Optional Tech Upgrades

As funding permits, consider:

• Keyguards for students needing motor support.

• Eye-gaze access systems for students unable to physically point.

• Dynamic display apps (e.g., TouchChat, Proloquo2Go) with robust features like motor planning, grammar supports.

• Protected cases, mounts, and mounting accessories for accessibility and durability.

While school budgets vary, explore grants, state reimbursement, and district allocations for AAC devices and accessories.

12. Professional Learning and Resources

Stay current by accessing:

• SLP‑led workshops on AAC strategies.

• Online communities (e.g., PrAACtical AAC Facebook, AAC Language Lab).

• Websites: PrAACtical AAC, Tobii Dynavox’s resource library, and Penn State’s AAC pages.

Additionally, consult recommended books:

• “Communicating the AAC Way” by Luz Sadler

• “It Takes Two to Talk” by Hanen Centre (for general communication strategies)

13. Celebrating AAC Successes

Raise awareness and promote success by:

• Featuring student AAC accomplishments in newsletters or weekly updates.

• Sharing classroom videos showing student participation or expressive breakthroughs (with family consent!).

• Hosting literacy nights where AAC users demonstrate communication with families and peers.

Such celebrations honor students’ growth, encourage community buy-in, and foster peer understanding.

Conclusion

As educators, our goal this fall is to fully include every learner—especially those who rely on AAC. By weaving the device into daily routines, teaching peers, collaborating with specialists and families, and celebrating small wins, teachers lay the groundwork for confident communication and academic success.

Key Takeaways:

• Learn each student’s AAC profile

• Embed AAC into routines and classroom culture

• Model language through the device

• Provide structured support and fade it over time

• Foster literacy and social communication

• Collaborate and align with SLPs, AT specialists, paraprofessionals, and families

• Monitor progress, troubleshoot, and adjust

• Empower student voices and celebrate milestones!

Here’s to a fall filled with clear voices, rich expression, and full inclusion—one AAC word at a time.

Call to Action for Teachers:

• Practice modeling AAC during daily interactions this week.

• Ask your SLP to review your AAC user roster.

• Plan a peer introduction to AAC session in your first month back.

Best wishes for a communicatively robust and empowering school year ahead!