Implementation Toolkit

Valuable, real-life resources and suggestions for implementing AAC to encourage successful communication. The Implementation Toolkit is a collection of video and print-based resources created to help you facilitate successful interaction using AAC.

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School Article 40 - 25 Ways to Increase Classroom Participation for Students who Use AAC
Do you find yourself wondering how to increase classroom participation by students who use AAC? Here are 25 tips (in no particular order) to help you do just that.

Resource Type: File

Adult Newsletter 20 - Access Before Language: Selection Methods Part 1
Have you ever thought about what it would be like to participate in daily, routine activities without the use of your upper or lower extremities? How would you get dressed? How would you dial your phone? You might be thinking, while this would be challenging, I could still “ask” for help. So, what if, in addition to the loss of your ability to control your extremities, you lost the ability to speak? Now think of an individual with a severe communication impairment who uses a communication device to talk. Before they can communicate a message, they must be able to access the language on their device. Access comes before language. It is a crucial aspect of using any AAC system, especially for someone who is physically challenged. In this newsletter, we will discuss the role of access for the augmented communicator.

Resource Type: File

School Article 39 - Common Core State Standards and Your Students's DynaVox Device: A Perfect Match
Last summer the federal government moved away from the educational standards provided in No Child Left Behind into a new set of standards called Common Core State Standards (CCSS). The CCSS allows schools across the country to provide a consistent, clear understanding of what students are expected to learn during grades K to 12. This was developed so that teachers and parents know what they need to do to help children succeed and learn. Most states have adopted CCSS.

Resource Type: File

School Article 38 - Reading, Writing, Arithmetic and Communication!
When supporting students who use AAC in the classroom, it is sometimes tempting to use the device primarily as a curriculum supports tool. Students who use AAC are often asked simply to respond to questions and often spend time passively observing classroom activities. While answering questions is an important skill as it demonstrates that knowledge is being gained, this type of interaction does not always encourage language and literacy growth. This type of interaction also encourages passive communication and participation. While the AAC system is absolutely necessary for students with severe communication, keep in mind that the primary purpose of the AAC system is to support interactive communication, participation and learning in all environments.

Resource Type: File

Adult Newsletter 19 - Multiple Styles of Communication
Sometimes, our communication is formal, such as "Good morning. This is Kristin. How may I help you?". Sometimes, we are casual, like when we just say, "Mornin'!". At other times, we say things in a very unique way, such as, "What's the good word?" instead of "What's up?". How can adult AAC users communicate differently based on the formality of the conversation? How can they take advantage of the same flexibility in language that verbal adults have? Consider these five tips!

Resource Type: File

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Implementation Toolkit

The Implementation Toolkit is a collection of video and print-based resources created to help you facilitate successful interaction using AAC.

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