AAC Policy Statement
Last updated
Last updated
In this country we are justly proud of the freedom of speech, that we can say what we want. But I think there is an even more basic freedom than the freedom of speech and that is the freedom to speak. -Professor Stephen Hawking
The freedom to communicate is a basic human right. The inability to communicate impacts adversely on social, emotional, cognitive and language development, and well being. We know all people are capable of learning, yet often we find there is a considerable asymmetry between the input (spoken language) that learners with complex communication needs receive in their environments and their output (AAC systems). Awareness of the need of AAC users to see others using their means of expression is essential for them to learn how to use it themselves.
AAC policies should aim to provide equality of opportunity for all. This involves appropriate staff organisation, class groupings and the development of individual programmes based on pupil need. Policies should also aim to provide curriculum balance in the amount of time allocated for one-to-one work in a distraction-free environment, and opportunities for interaction with both speaking peers and other AAC users.
What is unique to your educational setting that should be considered in your AAC policy?
Discuss and consider the impact things particular to your educational setting will have on forming a policy that works for all students. This can include:
multiple schools/colleges or locations within a trust/group
a wide age or ability range across students
services or resources within your setting
Below are some example goals your educational setting may want to achieve through their AAC policy which you could include.
The aim of our AAC policy is to:
provide human rights and equal opportunities.
provide means of communication.
develop language skills.
ensure access to all potential modalities of language development.
ensure there is a community of users.
provide models of language and communication.
raise the status of the systems.
safeguard access to the curriculum.
maintain levels of training.
maintain levels of resources.
Have we considered all factors to support our learners in developing their AAC skills?
Using the Means, Reasons and Opportunities Model (Money and Thurman 1994) provides a good basis for consideration and discussion around the opportunities we give our learners to develop their AAC skills and the support your school provides.
Discuss these three 3 things needed to communicate:
Means: how do we communicate? This can include signing, gesture, eye contact, vocalisations and AAC resources.
Reasons: why do we communicate? This should include a wide variety of reasons such as joking, share stories, ask questions and giving directions
Opportunities: where, when and who do we communicate with? This could be at home, school or the park, over dinner, at the zoo, with friends, family or teachers.
Below is an example of statements your educational setting may want to pledge within your AAC policy.
We know that:
AAC systems involve modality, specific styles and strategies.
AAC systems can provide:
a means of communication for people at an early stage of development.
a means of communication and language for those whose speech is unintelligible.
a bridge to spoken language.
The implementation of AAC requires interdisciplinary assessment, coordination and monitoring.
Teachers, classroom staff and therapists can make a difference.
Schools can make a difference.
Families can make a difference.
At our school/college we pledge to support our learners to develop their AAC use.
AAC systems do not interfere with speech development and may encourage it. There is research available to support this. ()
In , you will see an example from one school that created a visual of their pledge to include in the policy, but also to display proudly within the school.
