Tag Archives: aac

Empowering Communication: A First-Grade Teacher’s Journey Through Coaching

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Danielle Sullivan, a first-grade general education teacher at Countryside Elementary School, was one of several educators to complete a six-session Communication Partner Coaching experience, focused on increasing her abilities to teach language using augmentative/alternative communication (AAC). Through this coaching cycle, Ms. Sullivan practiced improving her skills at implementing a specific strategy used to model language using AAC to provide learners with more opportunities to experience specific vocabulary in meaningful ways. In addition, she incorporated AAC into whole group lessons, embraced AAC during literacy instruction, and advocated for a whole school professional development session for ALL Countryside staff to learn more about AAC. This experience highlights the power of intentional coaching in building inclusive learning environments where all students can communicate and thrive. Any staff member in LCPS can participate in this six-session coaching experience. To learn more about how to get started, contact the Specialized Instructional Facilitator – Assistive Technology or the Assistive Technology Specialist. 

Learn more about what Ms. Sullivan had to say by experiencing the video titled A First-Grade Teacher’s Testimonial on Participating in Coaching.

Download & Print a More Core Stand

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Recently, several LCPS administrators participated in a short professional learning experience where they competed groups to see how many sentences they could generate from just a small set of the most frequently used words in English (known as core vocabulary). The winners of the competition received a 3D printed More Core Holder Stand to place a core board (or boards) for anyone to use. You’re invited to download the file named More Core Board Holder too! Once printed, place it in your office, library, cafeteria, or all of these places (and more) with an example of a core board that can be used anytime if needed.

Screenshot of a design made in Tinkercad of a dome-shaped object with a slit in it to hold up paper with the words More Core on the front.

More Core Board Holder

Lovettsville Elementary School’s Unity Squad Become Communication Partner Peers

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Learners at Lovettsville Elementary School engaged in an experience where they explored augmentative/alternative communication. Led by Specialized Instructional Facilitator – Assistive Technology, John Millar, and supported by an ensemble of other educators, students explored the Language Acquisition Through Motor Planning: Words for Life application. The students learned how the app was organized, explored how to find words, and discussed what it means to be a supportive communication partner to their peers who are using the application to help them learn language. What follows are actual quotes from those who participated:

“It must be really hard if you can’t communicate with words. This helped the kids use THEIR voice. One day they’ll be better at talking, but for now, these devices really help them.” – Mario, 5th Grade

A man standing in front of student seated in chairs at a kidney table. The man is holding an iPad with an AAC application on it.

Mr. Millar demonstrates the Language Acquisition Through Motor Planning: Words For Life app

“I thought it was really fun. I had a great experience with the kids. I felt like it was good for someone in their school to be able to help them. I think they felt like they were happy to have older kids hang out with them.” – Mario, 5th Grade

A fifth grade student sitting next to a younger students both with communication devices

Communication partners explore language on AAC together.

If you’re interested in leading a similar event, reach out to the Specialized Instructional Facilitator – Assistive Technology who works at your school!

Communication Partner Buddies at Elaine Thompson Elementary School

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October was National Augmentative/Alternative Communication Month. In recognition and celebration, learners at Elaine Thompson Elementary School engaged in an experience where they explored augmentative/alternative communication. Led by speech language pathologist, Hannah Schroyer, and supported by an ensemble of other educators including resource teacher, Emily Davis, and Specialized Instructional Facilitator – Assistive Technology, Joyce Sharp, students explored the Language Acquisition Through Motor Planning: Words for Life application. The students learned how the app was organized, explored how to find words, and discussed what it meant to be a supportive communication partner to their peers who are using the application to help them learn language. What follows are actual quotes from those who participated:

The hands of two students touching an iPad with an AAC app on it

Learners work together to explore words on AAC

“I’ve never experienced this type of technology, but it was fun to learn it because I wanted to communicate more with my friends. I’ve had a lot of chances to use it. I liked how if you tapped on one thing like ‘work,’ it would bring you to this other screen with multiple words on it like ‘job’ or ‘hammer.'” -Ishanvi

Four learners collaborating at a table while using iPads with an AAC application.

Students explore how words are organized and where to find them to communicate a message to their peers.

“I loved the concept of giving every single student a voice, especially ones that aren’t able to speak. I can’t wait to further do this. I really liked how we learned and how you guys taught us like how you went into a very deep description of everything we needed to do. I loved all of the ‘who can do this the fastest’ type of stuff to get muscle memory going.” -Delilah

five students sitting at a table each with an iPad exploring the AAC

Students learn how to be awesome communication partners

“It was fun, but it was kind of difficult to see where everything was. It helped me learn a bunch about [my classmate] and how he would use the iPad to speak. My favorite part was learning where everything was so it would be easier for me to talk to [my classmate].” -Gabby

If you’re interested in leading a similar event, reach out to the Specialized Instructional Facilitator – Assistive Technology who works at your school!

My Overall SETDA Panel Experience

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Shaelyn and her dog Ivory in front of a sign that read SETDA Leadership, Technology, Innovation, Learning

Shaelyn and her dog at the SETDA event.

This post is written by guest author, Shaelyn Wheeler, a high school student in Loudoun County Public Schools.

My name is Shaelyn Wheeler. I am a high school student in Loudoun County Public Schools. I was offered an opportunity to be in a Student’s Voices panel for the State Educational Technology Directors Association (SETDA)’s Ed Forum by John Millar, my Specialized Instructional Facilitator – Assistive Technology. This invitation was for me to be interviewed by Chris Bugaj, the Assistive Technology Specialist. Mr. Bugaj happened to be my Assistive Technology Facilitator when I was just two years old and participating in Early Childhood Special Education in Loudoun County, VA. He was also the person who helped my team select my first speech device.

I was actually out of town in Ohio for 2 weeks training with my service dog when we got the email from John Millar, asking if I wanted to come. Of course, I said yes! Participating in this event would allow me to express myself and give me the opportunity to show people why assistive technology is so important. 

Shaelyn, her Golden Retriever, and Chris

Shaelyn, Ivory, & Chris at the SETDA event.

I was accompanied by my parents and my service dog, Ivory, for the event which was held in Arlington, VA. I was interviewed and asked specific questions related to my personal experiences with assistive technology and how Loudoun County Public Schools has helped me, as well as what LCPS could do better. I discussed my experiences, my wins and my hardships dealing with using a communication device. At the panel, I shared the difference between getting used to my old speech application LAMP:Words for Life and my current application Proloquo4Text. LAMP:WFL primarily uses pictures. Over the years, I found myself primarily using the keyboard feature of LAMP:WFL and not the pictures. Therefore, we considered something more specifically designed to produce text. Proloquo4text helps me communicate quickly by supporting my use of text

I thought the questions were challenging but by answering them, I was able to show others how I persevered. Chris Bugaj provided us with the panel questions ahead of time which allowed me to type my responses and store them in my communication device for use at the event. Typing out my responses obviously takes more time than it does for people to just speak, so preparing them ahead of time was very helpful. Mr. Bugaj did add onto those questions during the interview which allowed me to type out additional responses on the fly. I enjoyed the audience being able to ask questions they had, make any comments, and share their appreciation. I wasn’t nervous at all being in front of a lot of people in the conference room. It felt very natural talking to Mr. Bugaj up on the stage. 

I’m truly grateful I was nominated for this event. I can’t thank Mr. Millar enough for choosing me. It was such a great opportunity to participate and it is an experience that I am hopeful I can use later in life.

Shaelyn and Chris on stage

Shaelyn & Chris on stage at the SETDA event

Student Communication Partner Champions at Countryside Elementary School

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October was National Augmentative/Alternative Communication Month. In recognition and celebration, learners at Countryside Elementary School engaged in an experience where they explored augmentative/alternative communication. Led by speech language pathologist, Tia Freeman, and supported by an ensemble of other educators including Specialized Instructional Facilitator – Assistive Technology, Jennifer Dunstan, students explored the Language Acquisition Through Motor Planning: Words for Life application. The students learned how the app was organized, explored how to find words, and discussed what it meant to be a supportive communication partner to their peers who are using the application to help them learn language. If you’re interested in leading a similar event, reach out to the Specialized Instructional Facilitator – Assistive Technology who works at your school!

Tia Freeman standing in front of an interactive white board with images of low tech AAC displayed around the school with the text Have you seen these around the school?

Speech Language Pathologist Tia Freeman shares how paper-based core vocabulary boards are placed around the school for anyone to use.

Teacher standing in front of an interactive whiteboard with AAC displayed on it

Educators model language on AAC on the interactive whiteboard

Teacher modeling language on AAC displayed on an interactive whiteboard

Educators model language on AAC displayed on an interactive whiteboard

Interactive white board with the text Recess Equipment Valery and Ehsanullah, Promethea Patrol Andrew, Talker Assistants Elliana Jonathan

Learners assignment themselves roles related to AAC

Tia Freeman in front of an interactive whiteboard with the title of a book called Bruce and his Talkier

Ms. Freeman reads a digital book to the class about using AAC.

A slide on a interactive whiteboard with the text that reads Talker Promises. We promise... to use it as a talk, to ask Yesmi if we can use it, to use appropriate language, to treat it with respect

Learners outline promises related to a student’s AAC

Adding Textures to Text To Help Illustrate Meaning

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Textures can be added to the inside of text of specific words to help teach meaning. Providing a visualization of a word can help it stick with someone’s memory. Textures can be added using Word Art in Microsoft Word, Adobe Firefly, and/or the Text Effects feature of Adobe Creative Cloud Express which is available to all educators in Loudoun County Public Schools through LCPS Go. Below are some examples of verbs (core vocabulary words) illustrated with representative textures.

The word drink with the texture of flowing water The word eat made with the textures of different foods The word sleep made with the texture of pillows and beds

Creating Materials Using Augmentative/Alternative Communication Emulation Software

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The PASS software download from PRC-Saltillo allows users to run the various augmentative/alternative communication (AAC) language configurations (i.e. Unity, UNIDAD, CoreScanner, LAMP Words for Life, WordPower, Essence) on a Windows computer. The software has features which allow users to create support materials to help teach language such as Smart Charts (displays of the path to get to a specific word) to help locate vocabulary and the creation of manual boards that match the overlay in a person’s communication device. The software is approved to be installed on Windows computers supported by Loudoun County Public Schools. The following video describes how to create examples of instructional materials:

 

Kindergartners Learn About Language Using Augmentative/Alternative Communication

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May is Better Hearing and Speech Month! In preparation for the month, learners in Kindergarten at Round Hill Elementary School engaged in an experience where they explored augmentative/alternative communication. Led by speech language pathologist Amy Cote and supported by an ensemble of other educators including the early childhood special educators, the Kindergartners explored the Language Acquisition Through Motor Planning: Words for Life application. The students learned how the app was organized, explored how to find words, and discussed what it meant to be a supportive communication partner to their peers who are using the application to help them learn language. If you’re interested in leading a similar event, reach out to the Specialized Instructional Facilitator – Assistive Technology who works at your school! Collage of images of educators working with students engaged in experiences related to augmentative/alternative communication

Modeling Language Using Augmentative/Alternative Communication Emulation Software

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The PASS software download from PRC-Saltillo allows users to run the various augmentative/alternative communication (AAC) language configurations (i.e. Unity, UNIDAD, CoreScanner, LAMP Words for Life, WordPower, Essence) on a Windows computer. The software works the same way as the AAC tool except it does not speak aloud. The software is useful for educators to model language on a laptop or interactive whiteboard using the same AAC configuration as a learner.

The software is approved to be installed on Windows computers supported by Loudoun County Public Schools.

Screenshot of Website to Download Pass