Hollister High School's Magical AAC Journey
- Jennifer Wright
- May 1
- 4 min read
Updated: May 7
Posted by: Jennifer Wright, M.A., CCC-SLP in collaboration with Casandra Guerrero, MS CCC-SLP, Natalia Silva Sepulveda, Bilingual Speech and Language Pathologist, and Andrew Simmons, Special Education Teacher
As an Open Access AAC Showcase Site, Hollister High has laid a strong foundation for inclusive education and training. Through a collaboration between Open Access and the Diagnostic Center, Northern California (DCN), a classroom at Hollister High School serving students with moderate to extensive needs has become a model for successfully implementing AAC throughout the entire school day. Classroom teacher, Andrew Simmons, and Speech-Language Pathologist, Natalia Silva Sepulveda, have been working together to focus on embedding AAC use into daily routines and academic content. The students and staff consistently utilize AAC tools throughout the school day ranging from no-tech tools such as core words boards, mid-tech tools such as Talking Brix, step by step sequencing switches, iTAlk4, and high-tech tools, including iPads and iPad minis (student, teacher, and SLP specific).
On a recent site visit, I witnessed a magical lesson. The last few months, the magic of communication came to life—quite literally—through a Harry Potter-themed literacy experience.
Spells, Sorting Hats, and Shared Reading
Andrew and Natalia—both passionate Harry Potter fans—brought their love of the Wizarding World into the classroom in a way that was inclusive, meaningful, and unforgettable. Using strategies learned through recent literacy training for emergent communicators—including shared reading, talking mats, and predictable chart writing—they designed a rich, multi-sensory learning experience using Harry Potter and the Sorcerer’s Stone.
Andrew used Diffit to adapt the text to be accessible for all his students and led engaging shared reading sessions using the chapter summaries.
During classroom speech-language sessions, Natalia supported this with creative activities designed to pre-teach concepts and introduce characters and ideas that would be explored in each chapter.
All of the activities for the lessons were carefully designed to foster meaningful participation using strategies including aided language modeling, structured routines, and offering choices. Students used talking mats to share their opinions about characters, and one highlight included tasting Bertie Bott’s Every Flavor Beans, followed by students expressing their (sometimes shocked!) reactions.
A Magical Moment: The Sorting Hat Ceremony
At the beginning of April, the Open Access team witnessed the magic firsthand during a lesson on Chapter 7: “The Sorting Hat.” Natalia had prepped the students with lessons on Hogwarts Houses including descriptive vocabulary for the characteristics of the people who belong in each house setting the stage for an unforgettable week.
Andrew read the chapter while also projecting what he was reading on the board through a Google slide deck he had developed which even included scenes from the movie of the Sorting Hat Ceremony. The students and staff were fully engaged.
Then came the star of the show—a real talking Sorting Hat. One by one, each student and paraeducator took a turn sitting in a chair placed at the front of the class as the Sorting Hat announced their Hogwarts House. What unfolded was pure magic.
One student, who typically needs frequent breaks and often chooses to step out of class, stayed fully engaged the entire time, beaming with joy when the hat placed him in his house.
Another student, often highly prompt-dependent, independently stepped forward with a bright smile, eager for his turn.
The Real Magic: Connection and Communication
These moments capture what AAC implementation is truly about: ensuring every student has the tools and support to connect, express themselves, and fully engage in their learning. The partnership between teachers, SLPs, and paraeducators—fueled by creativity and commitment—demonstrates what’s possible when we believe in the potential of all learners.
Andrew expressed, “I am so grateful for all the support that I have received from our SLP, Natalia and from our collaboration coordinators, Casandra and Jen. I feel that I have grown in my understanding and implementation of AAC in the classroom, and my students have had so much growth because of those strategies I have learned and implemented. It has been amazing to see my students learn how to communicate better and really find their voice. Being able to combine Harry Potter and AAC (two passions of mine) together to create something that has truly been magical for me and my students is something I hope to achieve continually in my teaching so that all my students can learn and grow and really find their own voice.”
Natalia shared, “I feel so proud and excited about everything we’ve been able to accomplish in collaboration with Mr. Andrew, under the guidance of Jen and Casandra. These past few months have been full of learning, growth, and great feedback to keep improving our AAC practices.
One of the best parts of the year has been ending it by reading Harry Potter as a class. Andrew and I both share a huge love for Harry Potter and AAC, so getting to combine those two passions has been really special. It’s been amazing to see our students not just enjoy the story, but experience the magic right along with us. Learning is always better when you’re having fun!”
Hollister High School’s Harry Potter AAC experience reminds us that magic doesn’t just live in books—it’s in every breakthrough, every smile, and every voice.
P.S. I was sorted too, I’m Slytherin!
