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 Knowledge and Skills 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.
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.
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.
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
The process discussed in the Roles and Responsibilities 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.
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 Tutor Training makaton.org
AAC Assessment: Educational Assistive Technology Msc dundee.ac.uk/postgraduate/educational-assistive-technology
Access Champions: Access: Methods modules acecentre.org.uk/learning
Pupil Voice: Talking Mats talkingmats.com
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.
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.
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.
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.
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.
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
