Creating District-Wide AAC Programs School districts are mandated to provide services for students with disabilities from their initial enrollment to graduation. The following article highlights the activities of two school districts to provide meaningful, consistent speech-language services to students in need of AAC services and to implement programs to improve the communication and language ... Article
Article  |   June 01, 2009
Creating District-Wide AAC Programs
Author Affiliations & Notes
  • Barbara Cannon
    Spotsylvania Virginia County Schools, Spotsylvania, VA
  • Grace Edmond
    Spotsylvania Virginia County Schools, Spotsylvania, VA
  • Angela Melendez
    Garland Independent School District, Garland, TX
  • J.C. Tucker
    Garland Independent School District, Garland, TX
  • Kimberly Blair
    Garland Independent School District, Garland, TX
  • Darcy Rohre
    Garland Independent School District, Garland, TX
Article Information
Augmentative & Alternative Communication / School-Based Settings / Articles
Article   |   June 01, 2009
Creating District-Wide AAC Programs
SIG 12 Perspectives on Augmentative and Alternative Communication, June 2009, Vol. 18, 48-52. doi:10.1044/aac18.2.48
SIG 12 Perspectives on Augmentative and Alternative Communication, June 2009, Vol. 18, 48-52. doi:10.1044/aac18.2.48
Abstract

School districts are mandated to provide services for students with disabilities from their initial enrollment to graduation. The following article highlights the activities of two school districts to provide meaningful, consistent speech-language services to students in need of AAC services and to implement programs to improve the communication and language learning of students using AAC strategies. School district teams grapple with the complex challenges of student diversity (e.g., type of disability, ages, placement) and appropriate, consistent service delivery. These districts are geographically and culturally different, but have two things in common: (a) an emphasis on the use of core over extended vocabulary and (b) the development of consistent, low-tech communication materials.

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