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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  1. Ongoing Training and Development

Specific Staff Training

PreviousWhole Staff TrainingNextCaregiver Training

Last updated 6 months ago

The process discussed in the section, led to the identification of specific training needs in order for staff to fulfill specific roles. For example, some staff engaged in learning how to administer a specific strategy, like using Talking Mats to elicit pupil voice. While others continue their professional development across the broader subject of implementation and assessment of assistive technology, through an accredited higher education course.

Discussion Point! Identifying Specific Training

Review your list or diagram of roles and responsibilities created in the earlier section to identify specific staff training needs.

Examples may include:

Makaton: makaton.org

AAC Assessment: dundee.ac.uk/postgraduate/educational-assistive-technology

Access Champions: acecentre.org.uk/learning

Pupil Voice: talkingmats.com

Roles and Responsibilities
Makaton Tutor Training
Educational Assistive Technology Msc
Access: Methods modules
Talking Mats
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