There are more young people using Augmentative and Alternative Communication (AAC) systems in both mainstream, special schools and colleges than ever before. Successful inclusion of these learners requires a substantial resource commitment, including the planning and implementation of appropriate and supportive communication programmes, the training of staff, and the involvement of a wide range of professionals working together.

We created this guide by working alongside and within several education settings. Each setting identified a core team to develop their AAC policy. This team included members of staff who would be implementing the use of AAC, as well as senior leaders and other key stakeholders, such as speech and language therapists.

The intended audience of an AAC policy is people with an invested interest in the educational setting. This is all school staff, as well as parents, carers and other professionals. The policy can be added to your setting’s website or printed and shared on request.

Rather than handing over an AAC policy to each setting for them to adhere to, we guided them through the process of creating their own bespoke policy. It is important to go through this process, as a team of stakeholders, as it helps to:

• identify the education setting’s unique needs

• provide a common language

• ensure parents, families and carers are clear on what support is offered

• celebrate existing good practice

• identify areas of development

• provide equal opportunities

• develop a shared understanding of processes, including funding streams

This guide is designed to support educational settings through the process of creating an AAC policy that is unique to them and the needs of their students and staff. The settings we worked with to create this guide identified ten sections they felt were key points to include in their AAC policies:

• Introduction

• Defining AAC

• The need for an AAC policy statement

• The educational context

• Legal considerations in the use of AAC

• Roles and responsibilities

• Ongoing training and development

• Transition

• Funding options

• Conclusion

We have addressed each of the above sections throughout this guide, providing examples from existing school policies and considerations to explore within your setting.

Each section has been designed to promote discussion and planning throughout the process of creating your AAC policy. To aid this you will find Discussion Points which are considerations to explore as a team to help develop your own thoughts. There are also Example sections which you can include in your AAC policy as is, or use as inspiration, to form your own definitions or guidance.

Before you start creating your AAC policy, consider who it is for and who will be reading it. The process of creating an AAC policy will lead to great ideas and action plans. However, it may not be appropriate to share every detail within the policy, therefore consider creating or including them within separate internal documents.

Lastly, we believe that an AAC policy should not be created in isolation. It should sit alongside or within your existing communication policy document.

Generating a shared language for the policy makers

Consider that some readers of this document will be completely new to AAC and will have no knowledge of the terminology used. It will be helpful to initially clarify:

• What is AAC?

• What do we mean by AAC?

• What can AAC do?

This policy could be the first time many families will learn about AAC, therefore keep this information easy to read and as clear as possible. You can go into greater detail on elements like visual supports in subsequent sections.

Discussion Point!

Why might a learner need AAC?

Discuss the points above with your team to help generate and agree on shared language amongst yourselves and within the policy.

Example: Broad Definition of AAC

Below are some examples of broad definitions of AAC you may wish to include in your policy.

Definition of AAC

AAC stands for ‘augmentative and alternative communication’. It is an approach to communication that helps people to communicate or to communicate more clearly and easily.

• ‘Augmentative’ means that it helps to make communication clearer. This may be by helping people make their speech clearer or it may be by helping them to communicate something that a person is trying to say using things like body language or facial expressions.

• ‘Alternative’ means a different way to communicate. This may be instead of speech or it may replace some behaviours for some user

Royal College of Speech and Language Therapists https://www.rcslt.org/speech-and-language-therapy/clinical-information/augmentative-and-alternative-communication/#section-2

Communicating according to our own intentions or, put more simply, the individual is able to say what I want to say, to whoever I want to say it to, whenever I want to say it, however I choose to say it.

Porter, G. PODD Communication Books Introductory workshop manual © 2018

Augmentative and Alternative Communication (AAC) is a range of strategies and tools to help people who struggle with speech. These may be simple letter or picture boards or sophisticated computer-based systems. AAC helps someone to communicate as effectively as possible, in as many situations as possible.

Communication Matters https://www.communicationmatters.org.uk/what-is-aac/

In this section you are going to define AAC and related terms in more detail. Take time to explain what AAC is, what it includes and how it can be integrated with other assistive technology. This is an important consideration when creating an AAC policy. Educational settings are expected to identify the need for AAC and support the implementation of its use. It is likely that this will be done under the guidance of the learners’ Speech and Language Therapist.

Discussion Point!

Should we include photos of pupils to illustrate points?

All the schools involved in creation of this guide stated that embedded pictures and images were helpful.

Photos of your learners using different forms of AAC can be helpful to family, carers and external agencies who are new to AAC as it is unlikely that they have ever seen the items before or have seen them but do not know what they are called. If you decide to include photos, it can be useful to audit your existing image library and decide if there are more illustrations you need to capture. It is also essential to gain parental consent before publishing images of learners in your AAC policy.

Example: Defining AAC

Below are some examples of definitions of AAC and elements that it includes which you may wish to add to your policy.

AAC Definition

Augmentative and Alternative Communication (AAC) refers to any means by which an individual can supplement or replace spoken communication. Communication may range from any movement or behaviour that is observed and interpreted by another person as meaningful, to the use of a code agreed upon between people where items have specific meanings, i.e. a language. We all use some form of augmentative communication in our daily life, for example, gesture (waving goodbye) and graphic symbols (washing label symbols, road signs).

AAC can be divided into two categories; unaided and aided communication:

Unaided communication

Unaided communication can be described as modes of communication that use only the body. These include:

• Body language, eye pointing, facial expression, natural gesture, use of vocalisation/intonation, sensory stimulation

• Sign languages (eg British Sign Language, American Sign Language)

• Signing systems (eg Paget-Gorman Signed Speech, finger spelling)

• Signed vocabularies (eg Sign Supported English, Makaton vocabulary, Signalong)

• Verbal/gestural strategies used to compensate for poor speech (eg cued articulation, cued speech)

Aided communication

Aided communication can be described as modes of communication that require equipment in addition to the communicator’s body. These include:

• Objects or photographs, pictures, graphic symbols eg: Widgit and Picture Communication Symbols and words, which may be organised into paper-based charts or books.

• Communication aids which produce speech and/or text, more commonly called VOCAs (Voice Output Communication Aids). VOCAs are dedicated hardware units or computers, tablets or iPads with communication software / apps. They may produce a digitised voice (from voice recordings) or a synthesised voice.

Access Methods

Aided communication systems require a reliable method of access:

Direct access may include:

• Pointing to items

• Eye pointing

• Use of a keyboard

• Use of an infra-red or light pointer

Indirect access may include:

• Use of scanning with an input device such as a switch

• Use of a pointer control system such as a joystick or tracker ball

• Use of listener-mediated scanning (in which the communication partner assists the user to make vocabulary selections)

Creating an ‘About us’ section

Introduce your education setting to those reading your AAC policy. This is an ideal section to introduce the school/college and to set the scene of your policy. This can be done in an introductory section which you could call “About us”. You may wish to highlight your provision, number of students and type of educational setting.

In the first version of this guide this section was described as “barriers”, as they considered possible road blocks which could have an impact upon implementing a successful AAC policy.

However, several of the educational settings we worked with felt that by rephrasing this as a Road Map to Success paved the way for change and identification of required next steps. Each of the settings created a road map in collaboration with the whole AAC team. An open discussion helped them to identify barriers and ways to overcome them.

Discussion point!

How can we ensure we put a positive light on the issues faced?

Educational settings creating an AAC policy decided to look for opportunities rather than ways to overcome barriers. Reflect with your team on the AAC provision you provide to identify key considerations that lead to successful AAC implementation and highlight good practice already in place.

Published by

Ace Centre

Hollinwood Business Centre

Oldham OL8 3QL

0800 080 3115

enquiries@acecentre.org.uk

www.acecentre.org.uk

Registered Charity No. 1089313

Coordinated by

Katy Leckenby and Samantha McNeilly with the help of many colleagues at Ace Centre

Edited by Tina Voizey

This guide builds upon Ace Centre’s “Developing AAC Policies in Schools” document from 2001 with contributions from 25 professionals working in the field of AAC. It has been revised and updated to meet the needs of the current situation within education settings in England, leading the way forward for successful inclusion of AAC users, through the promotion of AAC policies.

We would like to thank all those who contributed to the original document and recognise the work of the editors who pulled it together to share with the world;

Sue Chinner

Gillian Hazell

Paul Skinner

Pat Thomas

Gill Williams

We would also like to thank our Partnership schools who have driven and shaped this new edition;

Brays School

Co-Op Delius

Greenfold School

Copyright

Copyright ©2024 by Ace Centre All rights reserved

No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without prior permission of Ace Centre.

This section sets the scene for the policy reader. It is important to remember that they may be new to your educational settings and not have experience of supporting learners who use AAC.

It is your staff working with your learners who will put AAC implementation into practice. It is your staff who will find opportunities to use AAC, motivate the learners and encourage day to day development. It is for this very reason that it is important that you are aware of staff members opinions about AAC and provide them with knowledge and evidence to ensure they see the benefit and potential.

For staff, families, carer and professionals, introducing AAC can be a daunting experience. The educational settings we worked with felt it was important to acknowledge this and to allow all staff to overcome any negative beliefs around AAC implementation.

Example: Staff Belief

Below is an example of statements about staff beliefs which you may want to use within your AAC policy.

We know that classrooms can be fast paced, and professionals need the autonomy to work at the pace of the learner, giving the necessary time for learners to process information and develop their communication skills.

We know that if we do not provide opportunities for the individual to chat about things that are of interest to them, they are less likely to be motivated to use their AAC to communicate. Our staff provide appropriate opportunities for AAC learners which are purposeful and have meaning in real life contexts.

The research shows that unintentional negative attitudes towards AAC will inevitably affect its acquisition and use.

This means that:

• AAC systems are taught but not used.

• 30% of AAC systems are abandoned.

• 20% of systems are only used in formal teaching sessions.

• AAC users loose their skills over time.

• AAC systems are regarded as second class and therefore have low status.

• AAC systems are taught for a user’s perceived needs rather than conversation.

• Communication partners do not use AAC systems.

This is why we embrace the use of AAC within our school.

Integrating AAC systems with other assistive technology can be useful to consider and something which many families, carers and professionals do not know is possible. Integration can lead to less equipment doing more functions. For AAC to be effective learners need to have a toolkit of communication strategies to express themselves in various environments and when technology breaks or fails. There are also issues of the perceived status of low- and high-tech communication systems. High-tech systems (e.g. VOCAs) are often seen as having higher status than a communication chart or book, but in fact both low- and high-tech systems of communication are essential. In recent years, this has been phrased as paper-based and electronic systems to highlight the equality and importance of both systems. Electronic is not necessarily better than paper based, the need and use of both will be unique to a learner’s needs and preference.

Discussion Point!

Is everyone aware of what we mean by integration?

It could be a good opportunity for the team to go away and look into this more. Occupational Therapists, ICT/AT professionals, wheelchair services and AAC device suppliers can be a good source of information about the possibilities.

Example: Integration and Effectiveness

Below are some examples of integration and effectiveness which you may wish to include in your policy.

AAC systems may be integrated with other systems. They could be linked to mobility systems e.g. a learner's powered wheelchair, classroom or personal computers, printers and environmental control systems.

To be effective, all AAC users will need to be taught to use more than one mode of communication according to their individual needs and abilities. Even an able user of a sophisticated VOCA (voice output communication aid) will also require simple aided and unaided systems. For example, a VOCA cannot be used in a swimming pool, but you can use a communication chart on a float.

Using a variety of modes of communication, including speech, can be referred to as total communication. The learner’s social and learning environment should facilitate and encourage the use of total communication.

Case Study

Meet Noah

Noah has Cerebral Palsy affecting his fine and gross motor skills in all four limbs, impacting on his ability to access a computer. Noah enjoys school and wants to be as independent as possible in recording his work. Noah controls his powered chair with a joystick.

During an Ace Centre assessment in which Noah explored ways to access education, he trialed a range of technology and access methods including eyegaze, voice control, external joysticks and keyboards. These methods were effortful for Noah and often impacted upon his seating posture.

Noah’s most accurate and efficient means of access was using his wheelchair joystick. Noah was familiar with the pressure and the position was optimal as it allowed him to rest his arm in a comfortable position.

Therefore, Noah was provided with an integrated bluetooth joystick. This joystick replaced his original one and was set up to drive his wheelchair, connect to his phone and his windows school computer. Noah uses a button on the joystick to choose the mode i.e. what item he is controlling. This meant he could use one joystick to control multiple devices.

Our partnership settings identified a requirement to have their own assessment and loan bank. This allowed the AAC team to work alongside the local speech and language therapist and explore alternative AAC options with individual learners. This raised a need to consider who owns the equipment and funding provision for learners who require their own AAC. Effective provision of AAC goes beyond the school day. It is important that you promote the use of AAC at home and beyond, this is explored in the Funding Options section later on in this document.

It is important that educational settings are aware of the Specialised AAC Service within their area and that they open conversation with them in an effort to understand the funding and provision that is available. Each service will have referral criteria; your local SaLT (Speech and Language Therapist) or GP service can help identify this.

Discussion point!

Do you know who your local Specialised AAC Service?

Example: Specialised Service

Below is an example of a statement from a school which you can use as inspiration to create your own.

Our school works in partnership with all agencies and has specific links with the Speech and Language Therapy team and NHS who work in school. The local NHS team will work with learners and staff to identify and recommend specific AAC for learners. This is likely to include skill and language development. Students who meet the NHS Specialised Service criteria are referred to our local hub.

-Brays School

It is important to identify what knowledge and skills are required by different staff groups. Some settings find it useful to brainstorm ideas at this stage making sure to allow for discussion and movement of key points. This can lead to an organic development of different responsibilities and roles than those already in place.

The example below was created by a team using a pyramid visual. At the bottom, they identified knowledge needed by the whole team as part of their Universal Provision working up to skills needed by specialists. The next tier at the targeted level consisted of champions with identified roles and responsibilities. At this tier, local therapists were involved alongside. At a specialist level, learners required individual AAC systems and the support of Specialised AAC Services to assess and provide appropriate systems.

This example below shows the AAC team using a post it note for each skill discussed which they placed in tiers starting at a foundational level.

The educational settings we worked with found this process useful, however not all points identified from these discussions were included in the final policy document. For example, training needs were not included, as these would be unique to each setting. The schools we worked with recorded training needs separately following the policy discussions. Training needs were passed to the Senior Leadership team to action within CPD and induction training programmes.

Discussion point!

What are the knowledge and skills needed by staff to achieve appropriate provision throughout your educational setting?

The use of visuals as shown above may be useful.

Example: Knowledge and Skills

Below is an example of a statement from a school which you can use as inspiration to create your own.

“Training is available for staff at Brays School to successfully support AAC users. This training is provided regularly and as part of the induction process for new staff according to their Support Tier (see Appendix 2: Support Tier Diagram).

Staff take the stance of the least dangerous assumption. By presuming competency, we can ensure that staff attitudes do not become a barrier for the AAC user.

-Brays School

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.

Discussion Point!

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

Example: Goals

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.

Discussion Point!

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.

Example: Pledge

Below is an example of statements your educational setting may want to pledge within your AAC policy.

We know that:

• AAC systems do not interfere with speech development and may encourage it. There is research available to support this. (Click here for an example)

• 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.

In Appendix 1, 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.

Alongside existing legislation, in recent years there has also been a focus within SEND education around gaining pupil voice, so children and young people can have a say in factors that affect their lives.

Example: Pupil Voice

Below are links to policies that outline the importance of pupil voice that you may want to review and refer to within your AAC policy.

• In 2001, the SEN Code of Practice proposed the concept of 'pupil participation’.

• The Children and Families Act 2014 (Part 3; Children and young people with special educational needs and disabilities) further consolidated this.

• In 2014 the Revised SEND Code of Practice stated that local authorities must ensure that children, their parents and young people are involved in discussions and decisions about their individual support and about local provision.

• The Green paper from the SEND Review 2022 highlights the importance of co-production.

Without the use of AAC how can we gain pupil voice from learners with more complex speech, language and communication needs (SLCN)? AAC is a tool for learners to exercise some control over their lives and should be given due weight.

Work with your team to identify opportunities within your educational settings that fosters skill development and positive outcomes for your AAC learners.

Discussion Point!

Are there things within the structure of your educational setting that you would like to change? What has been successful and how can you replicate that level of support for more learners?

Electronic AAC devices will require connection to the internet for backups and software updates. In line with internet safety policies, most educational settings' Wi-Fi connection limits which websites can be accessed on devices- often excluding AAC supplier specific sites. A working relationship with your internal IT services can help overcome this as there is often a simple solution to this problem.

Discussion point!

Are there any other considerations your team feel are important to overcome?

It can be helpful to work collaboratively and map these out during a discussion- remember there is no right or wrong- it is about identifying a path forward to achieving a good policy.

It is necessary to consider the time required for staff to complete designated AAC related tasks including those done in training, preparation and implementation. Some educational settings we worked with found it helpful to break this down into two parts, time needed by the AAC team and time needed by all staff.

Example: Staff Timing

Below is an example of identified needs that you may want to use within your AAC policy.

Time for the identified AAC team to complete their tasks, including:

• Receiving training related to specific areas of AAC

• Providing training to wider staff team

• Auditing current AAC equipment within school

• Building relationships with wider team around the learner and suppliers

• Assessment and feedback of AAC resources within the classroom

• Making resources

Time identified for all staff to implement AAC within the educational setting, including:

• Modelling AAC within class

• Receiving training

• Creating resources

• Considering teaching plans and incorporating AAC within them

Discussion point!

What does time allocation look like for you and the team at this moment?

Talk about the changes that are needed with allocation of time to facilitate success. It is beneficial to have a member of your Senior Leadership Team on the AAC team so that time concerns can be raised directly with them. We found that the educational settings we worked with who documented and agreed time allocation within their policy felt obliged to ensure time considerations were met.

When there is an identified need for whole staff training, consider content and delivery. Decide whether an off the shelf training package is suitable or if something bespoke is needed. Also consider whether to enlist the help of external training providers or if members of the team have the experience required to deliver the content themselves.

Example: Training Delivery

Below are examples of how some of our Partnership settings decided to deliver training to their whole staff team.

For example one setting we worked with used an external training provider to deliver content from Project Core while another was able to facilitate Makaton training as they had a certified tutor in house.

In some instances, the need for whole school training led to content being developed internally based on the need for skill development in topics such as modelling, AAC within routines, and alternative access to paper-based AAC. In order to make the content feel relevant and to boost confidence, examples and videos of the setting's learners and staff were used as illustrations of good practice.

The content developed allowed staff involved with early AAC implementation to see videos of learners who had moved on to other classrooms. They were able to see how those learners had developed, which instilled pride in their learner’s achievements and the impact their support made.

Discussion point!

AAC does not stop when learners step outside the classroom. Take the time to consider the entire community at your educational setting who communicate with your learners. Make sure to include members from the office, kitchen, grounds and health teams.

When viewing AAC provision throughout an educational setting, there is a requirement to consider staff roles and responsibilities. In the Knowledge and Skills section earlier in this guide we discussed what is required throughout a school structure, in this part we will consider who is going to fulfill this.

Some of our partnership schools identified skills to develop and defined staff roles working towards successful implementation. This involved identifying who had the skills and gaps where further training was required.

One school, Co-op Academy Delius, created an internal diagram (below) to highlight their role priorities and which staff members would take on each responsibility.

Delius were confident the school wide team would be involved with implementing AAC in some form. They agreed that all staff would have access to the school handbook; which detailed how to implement their universal AAC offering and all staff would be trained in recognising and promoting pupil voice.

The school also felt they were achieving most aspects of the defined roles in various ways throughout their current efforts in an ad hoc way, but without a specific focus or drive to move things forward. Therefore, they felt it was important to identify specific roles to take to Senior Management Team who could allocate and review the time required to complete the responsibilities defined for each.

For example, Access Method Champions were identified based on experience and interest from staff. Switch scanning and skill progression was an area not yet developed so identification and naming of a person(s) for this role allowed time for additional training.

Discussion point!

What staff roles are needed within your educational setting?

Talk about what roles and responsibilities are already being performed by staff in their day to day. Discuss how these can be defined to give a detailed and dedicated focus. Perhaps create your own tiered diagram or mind map.

In our experience, working with many settings, we know roles identified will differ based on their unique experience and need. The roles required will be dependent on factors like learner population, what AAC is currently embedded and where they are on their AAC journey. Educational settings new to AAC may initially identify a small handful of broad roles and settings where AAC has been embedded for some time may identify several defined and very specific roles. An AAC policy, like all policies, and the roles defined within it will be reviewed and developed as change occurs.

Example: Roles and Responsibilties

Below is a statement from a school which you can use as inspiration to create your own list of roles and responsibilities.

At our School all staff have a responsibly to support learners with their AAC and provide universal input in the following areas as required:

• Aided Language Modelling

• Makaton

• Visual timetables

• Project core symbols

• Objects of Reference

• Intensive Interaction

• Musical Cues

• On-body signing

• Aided Language boards

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.

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:

Many of the team were not aware of the legal considerations involved with AAC and the need for freedom of speech. Some of the team felt passionately that this should be shared with the wider team and families to stress the importance of AAC.

Example: Legal Considerations

Below are examples of the legal considerations which highlight the need to ensure AAC use that you may want to use within your AAC policy.

The right to freedom of speech is protected under common law in the UK. It is also guaranteed under Article 10 of the European Convention on Human Rights (ECHR), where “everyone has the right to freedom of expression”.

The United Nations Convention on the Rights of the Child 1989 (Articles 12 and 13) states ‘Children have a right to receive and impart information, to express an opinion and to have that opinion taken into account in any matters affecting them from the early years. Their views should be given due weight according to their age, maturity and capability.’

The United Nations (UN) Convention on the Rights of Persons with Disabilities (CRPD) Article 24 – Education provides the clearest guidance on the legal requirements of schools.

3. States Parties shall enable persons with disabilities to learn life and social development skills to facilitate their full and equal participation in education and as members of the community. To this end, States Parties shall take appropriate measures, including:

a) Facilitating the learning of Braille, alternative script, augmentative and alternative modes, means and formats of communication and orientation and mobility skills, and facilitating peer support and mentoring;

b) Facilitating the learning of sign language and the promotion of the linguistic identity of the deaf community;

c) Ensuring that the education of persons, and in particular children, who are blind, deaf or deafblind, is delivered in the most appropriate languages and modes and means of communication for the individual, and in environments which maximize academic and social development.

Communication Bill of Rights

The freedom to communicate is a basic equal opportunities human right. As the American Speech-Language-Hearing Association (ASHA) Communication Bill of Rights says, “All people with a disability of any extent or severity have a basic right to affect, through communication, the conditions of their existence.” The inability to communicate impacts adversely on social, emotional, cognitive and language development, and wellbeing.

Discussion Point!

What are ways your educational setting could share the Communication Bill of Rights with staff, parents and learners? Will you use them as they are or do you feel a need to make them accessible to all stakeholders?

The United Nations (UN) Convention on the Rights of Persons with Disabilities (CRPD) Article 24 – Education provides the clearest guidance on the legal requirements of schools. It states that parties shall enable persons with disabilities to learn life and social development skills to facilitate their full and equal participation in education and as members of the community. To this end, it states parties shall take appropriate measures, including:

a) Facilitating the learning of Braille, alternative script, augmentative and alternative modes, means and formats of communication and orientation and mobility skills, and facilitating peer support and mentoring;

b) Facilitating the learning of sign language and the promotion of the linguistic identity of the deaf community;

c) Ensuring that the education of persons, and in particular children, who are blind, deaf or deafblind, is delivered in the most appropriate languages and modes and means of communication for the individual, and in environments which maximize academic and social development.

A thorough induction process for all staff is paramount in creating a successful and inclusive environment for AAC use. Not only does an induction welcome new staff to the educational setting but it shares the culture and promotes goals for learners. When AAC is included within induction training, new staff become aware of the passion for AAC and the expected role all staff play within AAC implementation.

At Brays School we offer AAC training to all staff. This includes induction training on modelling AAC and various access methods.

With reference to the diagram in our Roles and Responsibilities section, specific staff training needs can be identified.

Induction training may be online, self-directed or taught. The AAC teams we worked with felt passionately that shadowing other staff who are modelling AAC within the classroom was important for boosting confidence and sharing good practice.

Example: Training Resources

Some of our Partnership settings have used training resources such as:

• Communication Partner training from Ace Centre https://acecentre.arlo.co/w/events/9-communication-partners

• AAC Modules from AAC Scotland https://www.aacscotland.org.uk/modules/

• Communication Access UK led by the Royal College of Speech and Language Therapists: https://communication-access.co.uk/

• Getting Started https://acecentre.org.uk/getting-started

• Project Core from the Center for Literacy and Disability Studies https://www.project-core.com/professional-development-modules/

The visual below clearly shows that learners spend a significant amount of their time at home. Therefore, the importance of family involvement to support AAC implementation should be recognised and supported by schools.

For this reason, our Partnerships schools felt it important to offer training and information to families and care givers. One school provided weekly Makaton signs of the week within their newsletter, another offered Wednesday modelling practice for half hour after school.

Discussion Point! Caregiver Training

What are ways your setting could offer caregivers and families training or guidance to support AAC use at home?

Examples could include:

AAC coffee morning

Curated Youtube playlist

Online session on using core boards at home

A personalised Communication Passport can be a useful tool to ensure that important information is shared between communication partners in different environments.

A Communication Passport may include information such as:

• People important to me

• Things I like to talk about

• How I communicate

• How you can help me communicate

• Things I don’t like

A Communication Passport will be individual to the learner, but it may be useful for your school to agree on a generic template. It should be with the learner at all times, easy to read and easy to follow.

Example: Communication Passports

Here are some resources you may want to use in creating a support like a communication passport.

Communication Passports: share key information when going to new places and meeting new people. Click here or go to communicationpassports.org.uk

RIX Wikis: simple, accessible, secure and easy to build personal websites which can carry information about AAC and other elements around the leaner. Click here or go to rixwiki.org

Personal Communication Dictionary: a way to help get everyone on board in recognising unconventional or subtle forms of communication. Click here or go to bit.ly/3XcNDV0

Visits to the new setting a learner will be transitioning to can play a big role in a successful transition. They should incorporate introduction to the new places, faces, and routines the learner will experience and help staff transfer knowledge on how to support the learner with things like curriculum adaptations to manual handling techniques as well as AAC.

At transition visits ensure the learner has their system with them. This shows the new team what to expect with the support of a familiar communication partner.

Discussion Point! Transition Visits

Take time to brainstorm supports and resources around the learner and their AAC system that would be beneficial to hand over to the new team. How will you ensure this knowledge sharing?

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?

Educational settings should be aware of outside agencies that provide training and support. There is a wide range of topics, delivery models and prices to consider and investigate.

Some localities have developed skills to a level of becoming a specialist centre that can offer support and training to schools/college within their remit.

Local Authorities may have an advisory teaching team around AAC, AT or SLCN who can offer in house training.

Speech and Language Therapists that are part of a local NHS team, independent company contracted by the educational setting, or local authority could be another source of support.

Also seek out charities and organisations that specialise in AAC, AT and/or SLCN support who may offer in person or online training opportunities.

Example: External Training

Partnership schools we worked sought out the following external training:

Communication Book training from their local NHS service

Project Core training delivered by Ace Centre

Foundation training delivered online by Talking Mats

It is recognised that learners’ self-esteem, communication and language will be enhanced if there is a community of AAC users with whom they can use, share and develop communication. We have an obligation as professionals to ensure equal access to all learning opportunities.

We understand that the organisation of the environment is key to providing the necessary teaching and structures for developing language and communication skills. The barriers to successful implementation of AAC must be recognised and broken down in order to achieve an effective and functional communication environment.

We must ensure specific needs are carefully considered to make certain that decisions regarding AAC are taken with individual needs foremost. This requires a considerable amount of insight and forethought by educational setting as this approach has implications for staffing, and the funding of training and equipment.

The challenge of implementing AAC policies within the practical considerations of the current educational climate is a responsibility of us all. If we can meet that challenge, we will empower both professionals working in the field, and the young people we are helping, by providing them with a structure for the development of AAC from their own perspectives and environments. Appropriate intervention throughout education should enable the young person to become an active participant in society and an independent contributor to adult life.

To support AAC development, learners must have access to AAC systems, which cost money. Many education settings will have access to symbol software for the creation of paper based AAC systems but high tech devices can be much harder to come by. Some settings may have a loan bank or shared classroom devices, which are a great place to start. However, for a learner to reach their full potential they must have access to a system that is personalised and specific to them. They must have access to their system throughout their day, outside of school as well as beyond their years in education.

Since the NHS England Specialised AAC Services were established, it has become apparent that there is significant variation across regions in the provision of local AAC services. Based on the data offered in the Shining a light on Augmentative and Alternative Communication, Communication Matters: an AAC Evidence Base research project – final report (April 2013), local AAC services are responsible for meeting the need of 0.5% of the population in their region. In some areas, it is recognised that there are long established and commissioned local AAC services, which meet the requirements as suggested in the NHSE document “Guidance for commissioning AAC services and equipment” however, in many areas there is no commissioned local AAC service at all. To learn more about this and find links to the supporting documentation click here or visit acecentre.org.uk/services/nhs/laaces

As we discussed in the Access to Specialist Assessments section, within England of the population who require AAC, 10% will have their needs met by the Specialised NHS Service and the other 90% via their local team. However, local Speech and Language Therapy input is an important part of considering funding at both levels.

NHS Funding Routes

Specialised AAC Services

To be eligible for a Specialised AAC Service assessment learners must reach criteria specified by NHS England. Referrals for an assessment are only accepted when submitted by a publicly funded health, education or social care professional who can give evidence as to the skills being demonstrated.

To be eligible for the NHS England Specialised AAC Services, a person must:

• Be resident in England

• Be registered with a GP practice in England

• Have a severe/complex communication difficulty associated with a range of physical, cognitive, learning, or sensory deficits

• Have a clear discrepancy between their level of understanding and their ability to speak

• Be able to understand the purpose of a communication aid

• Have developed beyond cause and effect understanding

• Link ideas/ semantic categories and syntactic functions beyond basic requests.

To learn more about NHS England guidance for commission and referral criteria click here or visit communicationmatters.org.uk/resources/publications/#national-aac-standards

To learn more about Specialised Service throughout the UK click here or visit communicationmatters.org.uk/what-is-aac/assessment-routes/specialised-services.

Use the Ace Centre NHS Service Finder to find contact information for the Specialised AAC Service in your are by clicking here or going to acecentre.org.uk/nhs-service-finder.

Local AAC Services

For the learners who have not yet reached the criteria for Specialised AAC Service assessment, seeking funding for an AAC device via a local service is the next avenue to explore. AAC device could be commissioned by the local NHS Integrated Care System (formerly known as Clinical Commission Groups) or local education service.

Information and support varies greatly from location to location, making it difficult to signpost to one place as the font of all knowledge. We suggest starting by getting in touch with your local NHS Speech and Language Therapy team to discuss putting together an individual funding request (IFR). You can learn more about IFRs here or by visiting england.nhs.uk/publication/individual-funding-requests-for-specialised-services-a-guide-for-patients/.

Explore local SEND offers, which should include support for AAC and assistive technology, including short and long term loans of devices and equipment. You can explore a list of local service by clicking here or going to communicationmatters.org.uk/what-is-aac/assessment-routes/local-services/ however this list is not exhaustive so we encourage you to do further investigation.

Charity funding

You can seek funding through avenues such as charities. These can differ from having a large national remit, to small local community interests, as well as having a focus on a specific condition or disability like Rett Syndrome. There is a small list of this alternative means of funding which you can find here or by going to communicationmatters.org.uk/what-is-aac/assessment/. It can also be worthwhile to ask the AAC supplier(s), whose systems you are looking to purchase, for links to charities and organisations who can help with funding.

References

Baxter, S., Enderby, P., Evans, P. and Judge, S. (2012) ‘Barriers and facilitators to the use of high-technology augmentative and alternative communication devices: a systematic review and qualitative synthesis: AAC barriers and facilitators review’. International Journal of Language and Communication Disorders, 47(2) pp. 115–129

Hodge, S. (2007) ‘Why is the potential of augmentative and alternative communication not being realized? Exploring the experiences of people who use co communication aids’. Disability and Society, 22(5) pp. 457–471.

Money, D. and Thurman, S. (2002) Towards a Model of Inclusive Communication. Speech and Language Therapy in Practice. London: Royal College of Speech and Language Therapists

Murphy, Y, J., Markova, I., Collins, S. and Moodie, E. (1996) ‘AAC systems: obstacles to effective use.’ International Journal of Language and Communication Disorders, 31(1) pp. 31–44

Royal College of Speech and Language Therapists (2013) Five good communication standards. London: RCSLT

Resources