TWT Live from Oregon (Part 2): Getting Buy-In from Teachers who Refuse to Support AAC

 
This week, we share Part 2 of TWT Live from Oregon! This week, Rachel and Chris talk with their audience about a range of topics, including getting buy in from teachers and staff and choosing which core words to start teaching!
 
Before the interview, Chris and Rachel answer a listener question, “Is putting a big poster with AAC symbols on the wall a good idea?” They point out the benefits of putting up AAC light-tech boards, and Chris describes why it is better to put up a poster of the kid’s core board than changing the symbols or moving them around.
 
Key ideas this week:
 
🔑 If an emergent communicator is struggling to learn how to use light-tech AAC, even with lots of modeling, you may want to try high-tech AAC. In some cases, using high-tech AAC can help him or her understand why and how we use AAC.
 
🔑 When dealing with a teacher or staff member who doesn’t want to use AAC, a “top down” approach that gets their administrator involved may cause push back in the long run and/or damage rapport. Try a “bottom up” approach first - ask probing questions to find out about that teacher’s challenges and point out where AAC can help (e.g. reducing difficult behaviors).
 
🔑 Celebrate the small wins for AAC users - if an emergent communicator make any progress towards independent communication, however small, make sure to celebrate and let everyone know! When someone makes a difference that impacts the life of another person, they are often inspired to do more!
 
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