Posted by: Jennifer Wright, M.A., CCC-SLP
Image by Tú Nguyễn from Pixabay
Communication begins at birth. From the moment a child enters the world, they are growing, learning, and developing language in their own unique way. However, as children grow, communication skill development can be different based on a variety of different factors; there may be additional tools and strategies required to support some children with their receptive and expressive language development which may include the use of Augmentative and Alternative Communication (AAC).
The first step is identifying these needs and identifying tools and strategies that match those needs. The next step can be ensuring that classroom staff can effectively support the implementation of these tools and strategies. Then as a team, we can build opportunities for all students to participate meaningfully in everyday settings, like their school environment.
Remember that inclusive education isn't a one-size-fits-all approach. It must adapt to the different needs of all students at various stages and recognize that every child is an individual with a unique communicator profile.
Children are not only diverse in their developmental needs but also in how they communicate. Whether they use spoken language, sign language, or AAC, it is essential to create spaces where all forms of communication are valued. In addition to this, children come from a variety of cultural and linguistic backgrounds which also play an important part of their identity and must be valued and understood. Inclusive education means recognizing and celebrating these differences, ensuring that all students can access learning in ways that are meaningful to them.
Universal Design for Learning (UDL) and the Classroom
An important framework that supports meaningful inclusion is Universal Design for Learning (UDL). The newly updated UDL Guidelines 3.0 are now available.
UDL emphasizes providing multiple ways for students to engage with, understand, and express their learning through the core principles of Engagement, Representation, and Action and Expression. Implementing this framework in our classrooms can ensure educators have classrooms that are designed to support all learners from the outset, rather than adapting only when challenges arise.
Speech-Language Pathologists working alongside teachers and additional school support staff, must share a belief in inclusion and be held accountable for making it happen. This collaboration builds the confidence necessary to offer meaningful opportunities for every child to grow and succeed.
How Can We Ensure Meaningful Participation in Inclusive Settings? As a Speech-Language Pathologist (SLP), what role can I take?
Inclusion can't happen in isolation. Speech-Language Pathologists (SLPs) play a vital role in the classroom, especially for students who may have communication challenges. However, to make the most significant impact, SLPs need to step into classrooms and work alongside teachers during naturally occurring routines. School routines are central to a child's daily experience, from circle time to lunch breaks to reading groups. The school day is built on routines – structured activities that are predictable and familiar to students. These routines provide the perfect opportunity to embed inclusive practices that allow every child to participate meaningfully. To do this effectively, educators need to:
Adapt routines to meet the individual needs of each student, whether by adjusting how tasks are presented, modifying materials, or incorporating assistive technology such as AAC tools and strategies to support meaningful participation.
Foster collaboration between all school team members, including teachers, aides, SLPs, and administrators, to ensure everyone shares the same belief in inclusion and works toward common goals.
Build confidence in educators and school teams, equipping them with the tools, strategies, and mindset they need to make inclusion a reality. By actively participating in these routines, SLPs can support students and staff in real-time, providing functional, practical strategies that help students engage meaningfully in the inclusive setting.
Check out this great informational visual called Repetition with Variety from The AAC Coach which can be directly applied to classroom routines.
Making sure we are working within those predictable structured activities, but then changing it up just enough to make sure learning continues to occur and we don’t end up with habituation.
Meaningful inclusion is not just about placing a child in a classroom – it’s about ensuring that they are an active, engaged participant. For our students who use AAC, this must be thoughtfully planned and implemented in order to be successful. By embracing the diverse needs of all students, using frameworks like UDL and creating a culture of collaboration and accountability, we can build classrooms where every student is seen, heard, and included.
Explore Open Access and dive into some of the universal resources available to support Universal Design for Learning, Assistive Technology, and AAC.
References:
Beukelman, D. R., & Mirenda, P. (2013). Augmentative and Alternative Communication: Supporting Children and Adults with Complex Communication Needs. Paul H Brookes Publishing.
CAST. (n.d.). Universal Design for Learning Guidelines. Retrieved from https://udlguidelines.cast.org/
Robinson, N. B., & Soto, G. (2013). AAC in the Schools Best Practices for Intervention. Attainment Company Publication
The AAC Coach (https://www.theaaccoach.com)
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