"You don't know what you don't know until you know it": perceptions, practices and implementation of augmentative and alternative communication (AAC) for students with complex communication needs
Date
2019
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Publisher
University of Delaware
Abstract
Roughly 50 percent of students participating in the alternate assessment who are pre-symbolic or emergent communicators do not have access to Augmentative and Alternative Communication (AAC). The Systematic Processes for Enhancing and Assessing Communication Supports (SPEACS) Initiative was created more than 6 years ago to address the lack of access to AAC for students with complex communication needs attending Delaware public schools. Through a cross-case analysis, this study aims to define the components of successful AAC implementation by investigating the integration of literacy within AAC, best practices in literacy instruction for individuals with complex communication needs, current practices in Delaware, components of effective educator professional development, as well as measures to promote program sustainability. Investigation of these components results in recommendations and considerations for future implementation of the SPEACS framework, professional learning opportunities for Delaware educators working with students with complex communication needs, as well as practices around literacy instruction for students with complex communication needs. ☐ Keywords: Augmentative and alternative communication, complex communication needs, significant cognitive disabilities, literacy