Building a Culture of Communication for Everyone: AAC Implementation Insights
Many schools face systemic and resource barriers to making AAC a true Tier 1 support for all students. In this session, we share preliminary findings from a focus group with school-based SLPs and AT specialists, highlighting patterns that support AAC implementation, expand access, and promote all forms of communication.
Speakers
Grace Clark, Ph.D., CCC-SLP is an Assistant Professor at Montclair State University and speech-language pathologist with 13 years' experience. Drawing from her background as a public school clinician and her commitment to participatory research, Grace bridges the gap between evidence-based interventions and real-world application. She specializes in improving communication and literacy for nonspeaking and minimally speaking autistic children within a neurodiversity-affirming framework.
Disclosure: Grace Clark receives a salary from Montclair State University.
Lesley Rytel, M.S., CCC-SLP is an Assistive Technology Specialist and speech-language pathologist specializing in augmentative and alternative communication (AAC) across the lifespan. With over a decade of experience, she partners with educators to integrate AAC into inclusive classrooms, ensuring all students—regardless of ability—can participate and thrive. Lesley is passionate about practical, evidence-based strategies that empower teams and transform communication access in schools.
Disclosure: Lesley Rytel receives a salary from Kent School District.
Built for you
Who this course is for
Every minute is written for working clinicians, educators, and families. You walk away with real-world tools to try with your next learner, not abstract theory.
Speech-Language Pathologists
Educators
AAC Teams
Communication Partners
After this course
What you’ll walk away with.
You leave with concrete skills and frameworks you can apply in your next session, classroom, or family visit, not just ideas to think about later.
Earn your CEUs
Attend the full course and pass the post-session assessment at 80% or higher. Your 0.1 ASHA CEUs are reported to ASHA when you opt in on the assessment.
- 01
You’ll be able to
Identify additional novel populations for whom AAC support may be beneficial.
- 02
You’ll be able to
Describe patterns and systemic supports that enable successful AAC implementation across diverse classroom environments.
- 03
You’ll be able to
Apply practical strategies, from low-tech tools to high-tech apps, to promote access and a positive AAC culture for all students.
The full 1 hour
Your learning path.
- 1
Introductions and disclosures
5 minutes - 2
What is tiered support for AAC?
5 minutes - 3
Background on barriers to AAC implementation
10 minutes - 4
Low-tech Tier 1 supports
10 minutes - 5
Acquiring iPad apps
5 minutes - 6
What you can do with AAC apps on an iPad as an SLP
15 minutes - 7
Take-aways on the patterns that helped districts be successful
5 minutes - 8
Q&A
5 minutes
Earn ASHA CEUs in three steps
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Pass the assessment
Complete the short post-course assessment with 80% or higher to confirm mastery.
CEUs reported to ASHA
Choose to be reported on the assessment and your 0.1 ASHA CEUs are filed to ASHA for you. No paperwork, no chasing certificates.
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More in AAC Implementation
ableU Live & Local-Nashville: AAC in Action
Join us for an in-person educational event on integrating augmentative and alternative communication (AAC) into daily life, with complimentary food and refreshments provided. A panel of speech-language pathologists and a parent of a device user will discuss device implementation, parent training for carryover, and interdisciplinary collaboration across service settings.
Build Capacity in AAC Implementation Across Environments by Shifting Mindsets
The need to build capacity while supporting students with complex communication needs is critical. SLP's and AAC teams need to deepen and expand their knowledge base in AAC implementation. Having the knowledge in the hands of one expert is not a sustainable model of support for AAC. To ensure a larger impact, we must move to a model that builds capacity. What tools and strategies can we use to shift the current expert mindset? Examples of how multiple district level teams embraced a capacity building model supported by a county level AAC team will be shared. Participants will be encouraged to consider their current state and determine what shifts can be made toward a capacity building model.
AAC and Transition: Life Starts at Twenty-One
This presentation discusses critical elements for a successful transition to adulthood. Does the AAC device transition with the student or is it owned by the school district? Do school age teams consider vocabulary selection for adult roles and relationships? We need to consider the goals of the individual. AAC users participate in a variety of adult contexts from college to the workplace. Planning needs to start well before the age of twenty-one.