AAC Policy
  • AAC Policy
    • Preface
  • Introduction
    • Introduction to the Educational Setting
      • Introduction to AAC
  • Defining AAC
    • Integration and Effectiveness
  • AAC Policy Statement
    • Road Map to Success
    • Knowledge and Skills
    • Access to Specialist Assessments
    • Staff belief
    • Staff Timing
    • Setting-owned Technology
    • Connectivity
    • Setting Structure
  • Educational Context
  • Legal Considerations
  • Roles and Responsibilities
  • Ongoing Training and Development
    • Induction Training
    • Whole Staff Training
    • Specific Staff Training
    • Caregiver Training
    • External Training Agencies
  • Transition
    • Communication Passports
    • Transition Visits
  • Funding Options
  • Conclusion
  • References and Resources
  • Appendix 1: Brays School Pledge
  • Appendix 2: Support Tiers
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Ongoing Training and Development

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Last updated 7 months ago

The creation of an AAC policy and the identification of skills required should lead to an educational setting specifying training needs. As illustrated within the section, the team creating the policy should consider what aspects of AAC need to be delivered within their setting and use that information to plan and implement training.

The tiered approach helps to identify what skills are required by all staff and therefore should be included at induction or whole school level. It also supplies the information that is needed as a targeted provision that will only be required by some staff.

Discussion point!

Can you identify what training is required for staff at different levels?

Take the time to review your road map and use this as a discussion point to identify training needs.

Knowledge and Skills
Brays School AAC support tiers
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