Augmentative and alternative communication (AAC)

What is AAC?


Augmentative and alternative communication (AAC) is an umbrella term that encompasses the communication methods used to supplement or replace speech or writing for those with impairments in the production or comprehension of spoken or written language.

•  Augmentative – add;  Alternative – another option

•  AAC includes all forms of communication (other than oral speech) that are used to express thoughts, needs, wants, and ideas. We all use AAC when we make facial expressions or gestures, use symbols or pictures, or write. 

Our role is to be a communication partner. This is a very important role, one that will help our students. What we do counts; what we think is important; how we respond matters; every interaction is an opportunity to grow language and communication.
Some of our learners need additional support with their communication skills and AAC can support their production of speech and their comprehension of another person's language.
Examples of AAC :

- used at Sommerville Special school -  Gail Arriola-Bagayas  SLT.

We use the term AAC to describe various methods of communication to get around problems with ordinary speech. Some kinds of AAC are actually part of how everyone communicates: for example, waving goodbye; giving a “thumbs up’ instead of speaking; pointing to a picture, or gesturing in a foreign country.

However, people with speech difficulties have to rely on AAC most of the time. Some AAC tools “add on” to verbal communication – simple methods such as pictures, gestures and pointing. Some people need more complex help to communicate, such as powerful computer technology.

We can best support our learners using Augmentative and Alternative Communication (AAC) by creating a learning environment where they are immersed in the use of their own communication system. Modelling with AAC involves highlighting (pointing to or activating) symbols in an AAC system as we speak so that students can experience how their AAC system can be used to communicate for real reasons. Modelling AAC may also be referred to as Aided Language Stimulation or Aided Language Input. 

Read and Read it again

Read and Read it again - developing the confidence and love of learning to read.


Dont feel pressured to constantly read new books to your students or give your students a new reading book everyday.


Remember your favourite books as a kids.

Research tells us:

Vocabulary

Hearing a story once is a great experience both educationally and otherwise.  However, when it is revisited over and over again more learning is encouraged.  Vocabulary words that are difficult for young readers are often easily dismissed in books that are read just once or infrequently.  In contrast, when a book is read over and over again understanding of the vocabulary words is increased and the repetition helps children learn them to where they can begin using the vocabulary on their own in their own context.  

Increases Reading Comprehension

Just as vocabulary is picked-up in repeat reads, repeat reads help with increased reading comprehension.  With each time the book is read the child is able not only to remember it better, but gains a more clear perspective of such things as cause and effect, sequencing, plot structure and more.  

Confidence With Books

There is a confidence that comes with getting to know books on a more personal level.   pre-readers will revel in the ability to “read” the story on their own.  We know they might not be able to actually decode the words on their own, but being able to tell the story on their own will give them a sense of independence, confidence and even ownership of the story.

Fosters a Love of Books

It is the same with all readers young and old alike, when you fall in love with a story it becomes a part of you.  The characters become familiar friends who your make connections with an remember.

Shared Reading Opportunities

Shared Reading Opportunities 

Impact on children’s conceptual knowledge and reasoning skills.

• Builds vocabulary and language comprehension.

• Exposes children to specific components of print and book conventions which 

  facilitates the learning of letter names, shapes and sounds

Emergent literacy print concepts should including: 

• Book orientation knowledge 

• Understanding of principles involving the directional arrangement of print on the page 

• The knowledge that print, not picture, contains the story 

• Understanding of important reading terminology such as word, letter, beginning of sentence, and top of page 

• Understanding of simple punctuation marks

• Key factor is the conversation that  takes place around shared storybook reading.

Our goal is to maximise interactions page-by-page .

This a great opportunity to introduce important vocabulary and extend our children language and understanding.

Teaching or testing ?

Teachers ask their students questions constantly BUT do we teach the answer first?
We are aware that our student are struggling with language acquisition , so do we spend enough time teaching the concepts and vocabulary.

Think about your class programme and the questions you are asking - have you given input first?
Are you aware there is a questioning hierarchy 

Here are some ideas from a recent training session with our speech language therapist at Sommerville Gail.

Levels of Questioning. Blank's Levels of Questioning.

The Six Levels of Questioning

Creating classroom Rules

 Establishing classroom rules and routines are very important at the beginning of the year.
We need to make sure our student understands the concepts of the rules and the language used.
The language concepts of DON'T is a challenging one for many of our students.
It is a negative language concept. Refer to the chart below to the see the language concepts student need to understand

Give our students rules and routines that show them what you want them to do.

Language and learning disorders

Learning disabilities are believed to be closely related to a past history of developmental language disorders. Learning disabilities are concerned with abnormal development of verbal and/or written expression and reception. Therefore, the early detection of these disabilities prevents later educational and social consequences.


Check out this very interesting article



Developmental Milestones in Normal Language Acquisition

Visual strategies for learning

What skills do our students need to be capable confident members of society?

Sometimes I think we get so tied up in student achievement and measuring their progress we run out of time for some very important skills and learning opportunities.

As a successful learner we need skills to relate or others and manage our own behaviours - The Key Competencies are a vital part of our NZ Curriculum. They should be incorporated into every aspect of our class programme.

Augmentative and alternative communication(AAC)

Augmentative and alternative communication(AAC) is an umbrella term that encompasses the communication methods used to supplement or replace speech or writing for those with impairments in the production or comprehension of spoken or written language.

AAC includes all of the ways we share our ideas and feelings without talking. We all use forms of AAC every day. You use AAC when you use facial expressions or gestures instead of talking. You use AAC when you write a note and pass it to a friend or coworker. We may not realise how often we communicate without talking.  

People with speech or language difficulties may need AAC to help them communicate. Some may use it all of the time. Others may say some words but use AAC for longer sentences or with people they don’t know well. AAC can help in school, at work, and when talking with friends and family.  

Types of AAC

Do any of your students have difficulty talking? There are options that might help. There are two main types of AAC—unaided systems and aided systems. You may use one or both types. Most people who use AAC use a combination of AAC types to communicate.  

Unaided Systems  

You do not need anything but your own body to use unaided systems. These include gestures, body language, facial expressions, and sign language.  

Aided Systems 

An aided system uses some sort of tool or device. There are two types of aided systems—basic and high-tech. A pen and paper is a basic aided system. Pointing to letters, words, or pictures on a board is a basic aided system. Touching letters or pictures on a computer screen that speaks for you is a high-tech aided system, some systems have voice output.

New Zealand Sign Language

Working Noise levels

Recently I have been asked about how to help students understand about appropriate  working noise levels in the classroom.

Some of these visual charts may be helpful when teaching your students about appropriate noise levels in the classroom.

While oral language is a priority in our classrooms,  noisy chitter chat can be distracting for our learners.

Noise levels can be a problem with open-plan classrooms, especially the high noise levels coming from the other classes sharing the same space. This is particularly problematic when a class is trying to engage in critical listening activities where it is essential that the children can hear the new concepts they are being taught.

We must remember that during the learning situation in a classroom, the student is submitted to two different types of stimuli: the main one that is the teacher's voice or main student sharing and that is the one the student must direct all his attention to; and the secondary one that is the competitive noise and that the student must be able to neglect it in order to allow the main message not to be distorted. This can be a challenge for everyone but particularly for students with processing or communication difficulties. 

If you would like a copy or some help please get in touch.

Language is a vital part of communication

How can we support oral learning and development:

ERO publishes evaluation reports - there report on language say:

  giving greater attention to oral language learning of new entrants within a rich curriculum
  developing formal expectations for monitoring oral language progress or development across               Years 1 to 3 and beyond, across all key learning areas
 taking a formalised approach to identifying students’ oral language strengths (including       capabilities in languages other than English), needs and concerns, rather than relying on           informal observation and ‘gut feeling’
 systematically planning for interventions, where particular concerns or needs for oral language learning and development are identified
  teachers building on the advantage linguistically diverse learners bring to language learning
 building and strengthening teacher capability to support oral language teaching and learning.



What can we be doing in our classrooms daily to support our students? 

The Next Generation

Tony Ryan Educational consultant spoke at the APPA conference about the future of the next generation.
What skills will we need?

 

Are we preparing our students for the future? What can we do as educators ?

There seems to be a common  theme from several presenters today  around the importance of the

  Key Competencies.

How do we increase the inclusion of the important competencies in our daily class programmes.

Tony Ryan also talked about the vital skill for our future being  Oracy.

This is a major concern considering the low levels of our students oral language skills.

Tony suggested we teach our students about how to self-talk, the beginning of thinking our thoughts through and problem solving.

Thanks Tony lots to consider.

A common theme - our students' language.

Manaiakalani Boards' Forum

At the BOT forum tonight 6 Col teachers presented their Inquiries. Well done to our presenters you were very informative.

Common theme: - The limited oral language and vocabulary of our students.

Each COL teacher presented on their Achievement challenge - everyone of us talked about how our Inquiries had lead us to realise that our students language levels were significantly impacting their progress across all curriculum areas.

Raising achievement in Maths - students did not understand the maths vocabulary
or could not follow instructions with positional concepts.

Lift the achievement for boys' writing -  students do not have  the vocab to describe and explain.

Lift the achievement in Reading for all students, - students need the confidence and language to share their ideas and the language vocabulary to understand what they are reading.

Here is the next challenge team - how do we accelerate our students language skills?

Watch out for some exciting professional development Sommerville will be offering next term.                            

The Numbers Talk

Oral Language and a rich vocabulary 

- the key to successful learning.

The Numbers really do matter!

Reading mileage and Reading at home really does stack up!

As a teacher we need to find ways to create links and build language - this will help achievement in all curriculum areas.

Oral Language a crucial element.

Starting primary school is an enormous transition in a young child’s life. Children need to find their place in a new social and learning environment. Entering this new environment with Speech Language Communication Needs can have long-term impact on a child. Children may struggle to make friends, to learn, and to be themselves as part of their new  school community.

It is expected that when a child starts primary school, they will be able to understand much of what is said, express themselves clearly, share their feelings and make their needs known.

In many ways our ability to communicate  can define us, sometimes it is away we are judged and measured by others and the means by which we form our relationships. Children starting school with speech, language and communication needs may struggle with many aspect of communication and they can become withdrawn or present with challenging behaviour within the school environment.

Some children may not be able to understand the words being spoken to them. When their teacher tells the class what they need to do, or explains a new idea or concept, these children may struggle to understand what is being said. Having an appropriate vocabulary is essential for  learning, however learning vocabulary has been identified as one of the most significant difficulties for some children.

As teachers we need to scaffold the learning for our students. Offer multiple opportunities to learn new vocabulary, and practice it regularly. We need to help make connections and use visuals to help cement the new learning.

How much of our day is spent developing our children's language?  Low language levels impact all other curriculum areas.

Developing Language Skills in our students.

All the research tells us our students are arriving at school with low oral language skills. The oral language children have when they start school directly impacts on their ability to think and to learn. Alison Burge presented findings from the "Welcome to school project" in Tamaki schools showing 53% of New Entrants assessed had significant concerns in Communication.

All students who enter the school environment need to learn about a variety of conventions and routines of talking and listening in a context that is unfamiliar to most of them. Students’ oral language improves through practice, that is, when students talk regularly for different purposes and with different partners.  (Ministry of Education. (2009). Learning Through Talk: Oral Language in Years 1 to 3. Wellington)


At Sommerville we extremely fortunate to employ our own Speech language therapists who work directly with students and provide on going Professional development to our staff.
Francesca Bierens SLT has shared her Verbal language development Summary for how language is developed and the progress

 'Assisting Students with Language Delays in the Classroom  - A Practical Language Programme'

                                Published:  In 2015 by Speechmark Publishing Ltd, London, UK,

I have attached Oral language resources from Francesca that are worth a read.

Oral language development and abilities have significant impact on our students ability to access the curriculum in all areas.