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.

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.

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.

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.

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

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

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?

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.

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.