10 steps to teaching literacy for people who use augmentative and assistive communication:
#1 Everything is communication
I’m starting a new series on teaching literacy for people who use augmentative and assistive communication (AAC). Today’s topic is, “Everything is communication.”
Everyone communicates in unique ways from the top of their heads to the tips of their toes. Every breath, sound, glance, blink, or movement is communication. Silence is communication too. Your job is to pay attention and understand what the person is trying to communicate.
As an SLP you already know to assume competence. When it comes to literacy you probably have pre-existing notions about nouns, verbs, and grammar. If you’ve worked with AAC devices before you also know about descriptors and quick fires. In teaching literacy, some existing assumptions may still work well, others may not. Figure you have time to reinterpret everything you thought you knew about the topic. Your task is to figure out what works with this particular individual and that may require changing existing practices.
You’re a detective. Nothing is overlooked. What initially might seem incidental — a sigh, a glance away or a focus on a particular word or part of the screen — might turn out to be the path to a major step forward. “Normal” has no use here. You are looking for the unique communication pattern of this particular individual. You know that this person is dealing with neurological and muscular differences that block the usual ways we know. So any information they give you, no matter how small, is sacred and a key to unlocking literacy.
Take heart. Literacy is possible for everyone. You are on a life-giving journey along with your student. Everyone will benefit from this learning journey. Expect new developments and celebrate the unique ways of communication each student brings out.
To learn more check out: Augmentative and Assistive Communication with Children: A Protocol and Intervention Plan to Support Children with Complex Communication Profiles