AAC in School-age
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Join NWACS guest bloggers Wen-Hsin Ku and Hsiao-Ting Su as they discuss AAC intervention with a multi-cultural lens. This is the 2nd blog in our series on AAC collaboration.
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Join guest blogger, John Kim, and NWACS board member, Sarah Lee as they discuss team collaboration for AAC support.
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Carrie Elliot, discusses expectations when getting your AAC device home.
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Join NWACS board member, Cassandra, to talk about AAC transition planning throughout the lifespan.
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NWACS board member, Kathy, interviews retired speech-language pathologist Barb Lark about a project she has been working on: the Comprehensive Literacy for All (CLFA) Book Collection
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NWACS board member, Cassandra, shares helpful mindsets for supporting AAC.
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The Communication Bill of Rights was our theme for 2022. The Communication Bill of Rights ensures the basic rights of people with disabilities to use communication to take part in managing their own lives. Check out these posts to explore each of the rights.
Communicative Competence is a group of skills that let a person communicate about anything to anyone. Check out these posts to explore each of these communicative competency areas.
NWACS Contributor Penny explores some pathways to getting a referral for an AAC evaluation.
What are the relationships between Assistive Technology (AT), Augmentative and Alternative Communication (AAC), and Speech Generating Devices (SGDs)? This infographic helps demonstrate those relationships.
NWACS guest blogger, Jo, gives some back-to-school tips on discussing AAC.
Guest blogger Beth, a speech/language pathologist and Director of Educational Programs for LessonPix writes about using visual supports.
NWACS contributor Jacquie, a special education teacher, shares 11 types of actions you can take to celebrate and embed AAC in your classrooms!
Parent to an AAC user, and NWACS contributor, Melissa shares 5 steps to creating an AAC learning environment at home.
NWACS contributor Marci discusses multimodal communication and four areas to consider when thinking about a multimodal approach.
NWACS Contributor Casey shares her thoughts on communication independence versus communication autonomy.
NWACS contributor Marci shares information to consider when the IEP team is discussing if a school-owned AAC system should be allowed to go home with a student.
NWACS Board Member Kelly shares her thoughts about the book Inclusive Learning 365: Edtech Strategies for Every Day of the Year by Christopher Bugaj, Karen Jankowski, Mike Marotta, and Beth Poss (2021)
NWACS Board Member Casey shares some thoughts on teaming for AAC success. This is part three of a three-part series. Dear teams: let’s do better.
NWACS Board Member Casey shares some thoughts on teaming for AAC success. This is part two of a three-part series. Dear professionals: give the AAC learner the best possible chance of success.
NWACS Board Member Casey shares some thoughts on teaming for AAC success. This is part one of a three-part series. Dear parent/guardians: you are an important member of your child’s team!
NWACS Contributor Penny shares ideas on how to empower all the people within an AAC user’s support circle.
NWACS Contributor Penny shares tips on how to become a more effective communication partner for the AAC user(s) in your life.
NWACS Contributor Penny shares her thoughts about goals for AAC users and their supporters. Part 3 of a three-part series: goals for AAC supporters.
NWACS Contributor Penny shares her thoughts about goals for AAC users and their supporters. Part 2 of a three-part series: goals for dynamic systems.
NWACS Contributor Penny shares her thoughts about goals for AAC users and their supporters. Part 1 of a three part series: goals for AAC users.
Do you know what SNUG stands for?
NWACS blogger Marci shares information about hand under hand support for children with vision impairments.
Have you heard the term “robust” used when describing AAC apps? Read NWACS contributor Carrie’s thoughts on what “robust” means.
Have you heard the term “dedicated device”? Read this blog to learn what it means!
Why is answering yes or no to a yes/no question so challenging for some children? How do we teach this skill? NWACS Board Member Marci shares her thoughts on teaching children to answer yes/no questions.
NWACS blog contributor Carrie shares information on the special education process in the schools and why it helps to understand it.
Blog contributor Tanna explores ways in which she has seen AAC help kids communicate through a combination of success stories and tips.
NWACS Contributor Margaret shares about a core word initiative in her school district.
NWACS Contributor Kylee shares why the DAGG-2 is on her back-to-school agenda.
NWACS Contributor Margaret writes about goal writing in AAC and the consideration of AAC competencies.
NWACS Contributor Tina shares how she has been using video modeling in therapy with some of her students.
NWACS Contributor Kylee shares some takeaways from a podcast she listened to regarding motivation and how it relates to our AAC learners.
NWACS Contributor Margaret shares her first steps when getting started with students who have complex motor skills, complex communication needs, and are medically fragile.
NWACS Board Member Casey shares information about why self-advocacy skills are a priority for all of her clients.
What happens when an individual cannot isolate a finger to directly activate buttons to communicate? How will they access their AAC system? NWACS Contributor Margaret discusses types of scanning patterns for accessing AAC.
NWACS Contributor Margaret shares three things to consider when thinking about alternate access and AAC.
NWACS Contributor Kylee shares three steps she has found to be convenient and simple when asking caregivers to provide aided language stimulation.
Have you tried making interactive PowerPoint presentations using images of your language learners? NWACS Contributor Tina shares how she incorporates her students' pictures into her class interactive PowerPoint presentations.
Being able to communicate a yes/no response is critical to the success of Partner Assisted Scanning (PAS). NWACS Contributor Margaret explains why and shares some ideas on how to elicit yes/no.
Have you considered making interactive PowerPoint presentations to use with your language learners? NWACS Contributor Tina shares how she was inspired to start using PowerPoint to support language learning in the students she works with.
Have you heard of Partner Assisted Scanning (PAS)? NWACS Contributor Margaret shares some information about PAS.
Have you been hearing the term Core Vocabulary lately? At all of the recent Assistive Tech conferences I’ve been to and websites I keep up with it’s been somewhat of a buzz word for the last few years! What exactly is Core? Why is it beneficial?
As an AAC-SLP, I want to help every team member develop a basic understanding of what will help our shared AAC learner - of the breadth of knowledge and skills required for an AAC user to become a competent communicator. Here are my precepts to "live by" when developing AAC goals.
