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.

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

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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.