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Administrator’s Corner by Shiela Riebe

In recent years, advances in Augmentative and Alternative Communication (AAC) devices and assistive technology have revolutionized the educational experience for students with disabilities. These tools enable students with disabilities to communicate, learn and interact with their peers and teachers more effectively, creating new pathways to independence and success in the classroom.

October is International AAC Awareness Month, providing an excellent opportunity to acknowledge the various ways individuals communicate using Augmentative and Alternative Communication (AAC) and to celebrate the AAC community. AAC serves as a valuable communication tool that can either supplement or replace verbal communication. It encompasses a range of forms, including sign language and speech-generating devices. Additionally, AAC plays a vital role in supporting natural speech development and facilitating language learning.

AAC devices are designed to support or replace spoken or written language for students with speech or language impairments. They range from basic tools, like picture boards or symbol charts, to advanced digital devices that allow students to produce spoken words or phrases by selecting icons or typing. For students facing challenges in verbal communication, these devices can be invaluable in providing them with a means of expression.

Speech-language pathologists (SLP) and special education teams work closely with students to determine the best AAC solutions for their needs. For some students, simple visual aids may be sufficient, while others require more dynamic, voice-output systems. Today’s AAC technology is also highly customizable, allowing educators to tailor devices to specific vocabulary sets, languages and communication goals.

One of the district’s therapeutic approaches is Language Acquisition through Motor Planning (LAMP), which is based on neurological and motor learning principles. The goal is to give individuals who are nonspeaking or have limited speaking abilities a method of independently and spontaneously expressing themselves in any setting. Language and social interaction may be affected by impairments in motor skills and auditory and sensory processing. The LAMP approach not only utilizes visual learning and the desire for structure, but it also addresses core differences affecting language development to improve spontaneous, generative communication.

AAC devices and assistive technology always continue to advance. These tools empower students to communicate, learn and interact with their environment, which foster opportunities for personal development and academic achievement. With the commitment of our dedicated educators and the ongoing advancement in technology, all students have the opportunity to achieve their full potential. Make M.A.G.I.C — Model, accept all forms, give time to respond, invite interaction and connect to conversation.

Sheila Riebe is the executive director of student services for Albert Lea Area Schools.