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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Transition

Inevitably, all educational journeys are filled with transition. Either transition to another class, another setting, or on completion of education; adult services.

During transition there may be a risk of device/ AAC abandonment. Research suggests there are a variety of reasons why this may happen, including a lack of professional expertise, lack of professional support, difficulties with accessing the device and lack of implementation (Murphy et al. 1996, Hodge 2007, Baxter et al. 2012). With this is mind, it is imperative that we consider a learners AAC system when considering transition.

We know that planning head for transition is key to success. It is the same for considering AAC within transition. Consider how from day 1 of transition AAC can be considered as central.

Discussion point! Transition

What currently happens with students and their AAC at transition points? How do you share information with staff?

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Last updated 5 months ago

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