Supporting AAC Users in the Classroom: A Guide for Teachers

Aug 7

Back-to-school season is here for most of the country (we're still soaking up a few more weeks of PNW summer, but I see you!). As an SLP who started my career in the public schools and still works part-time there, this is one of my favorite times of year to talk about something close to my heart: helping teachers feel confident supporting AAC (augmentative and alternative communication) users in their classrooms.

As a teacher, you get so much time with an AAC user. Five days a week, six or seven hours a day - morning meeting, recess transition, science lesson, field trips, read aloud, art projects - all of it. That makes you one of the biggest allies this student has when it comes to communication with AAC. I want to help you make the most of that time. Here are a few ways to start supporting AAC in your classroom!

Quick tips at a glance:

Keep the AAC device out and accessible
Connect with your school SLP early
Start modeling
Set up a dedicated charging space
Stay curious and ask questions

1. Make Sure the AAC Device Is Out — Every Day, Every Setting

This is one of the most important things you can do!

An AAC device can't be used if it's zipped in a backpack, sitting in a cubby, or tucked in a cabinet.

As the classroom teacher, you likely have the most time (and often the most rapport) with the student. Simply making it a habit to get the device out and onto the desk sends a powerful message: their AAC matters here!

Try prompts like:

"Let's grab your AAC device and bring it to your desk."
"Where's your device? Let's go get it before we start."
"You're heading to music - let's bring your device with you.”

Even if you're not sure how to use the AAC yet, just getting it out is a meaningful first step.

2. Connect Early With Your School SLP

Every AAC user and classroom is different, so a quick conversation with your speech-language pathologist goes a long way. Whether you're a brand-new special education teacher, a general ed teacher with your first AAC user, or a specialist who only sees a student once a week, your SLP likely has ideas tailored to that specific kid.

More often than not, what your SLP will suggest is some version of modeling - meaning you, the adult, point to or press words on the device as you speak (tip: you don’t have to press every word you say!). This is about YOU engaging with the device, not the child. New to modeling? These two posts show what it looks like in real life: Real-Life Modeling Examples for Home and Modeling AAC on Vacation. AssistiveWare also has a phenomenal blog post all about this topic - Modeling: Use AAC to Teach AAC.

3. Start Modeling — Pick a Strategy That Fits You

Here's why modeling from you, specifically, matters so much. This piece gets quoted often in the AAC world:

"If someone is using a different symbol set and only has exposure to it two times a week, for 20–30 minutes each, it will take the alternate symbol user 84 years to have the same experience with his symbols that the typically developing child has with the spoken word in 18 months." — Jane Korsten, SLP, QIAT Listserv, April 4, 2011

Basically: a child gets thousands of hours of spoken language modeled to them before they ever speak their first word. Nobody expects a baby to become a fluent speaker without constantly hearing language modeled around them in meaningful, functional contexts. AAC users deserve that same chance. If a device only comes out for a couple 20–30 minute speech sessions, it’s hard to build that same fluency - the exposure just isn't there. That's exactly why modeling throughout the day, from as many people as possible, makes such a huge difference.

As a teacher, you can increase meaningful AAC access for a student exponentially. You're there for the actual moment a friend walks by, the actual moment they struggle through a math problem, the actual moment they are packing up. When you model in those real moments, the student starts to understand that AAC isn't just a "speech therapy thing" - it's something that works everywhere, all day, in their actual life. That's what makes your role so essential.

Below are a few ideas I often suggest to teachers to help get modeling started. These aren't the only way to model - just a few ways to help make it part of your everyday routine.

Pick a Word-of-the-Day

A great starting point if modeling is brand new to you. Check out the student’s device, pick a word from the device, and look for as many natural chances as possible to model it throughout the day. You can stick with that word for a whole week, or pick a new word daily! I often suggest starting with a core word on the home page of the device.

A few examples using common core words: ‍

Go: "Let's go to recess." "Time to go to music." "Let's go home." "Go get your pencils."
Like: "I like lunch." "I like my table group." "I like my red backpack."
In: "My pencil was in my desk." "My water bottle was in my lunch box." "We are in the classroom."

You'll likely find that whatever word you pick comes up far more often than you expected.

Set a Goal to Model a Certain # of Times Each Day

If you already have a sense of what modeling is and want to be more intentional about how often it happens, this one's for you. Instead of picking a word, pick a frequency and intentionally build it into your schedule.

‍For example: "I'm going to model (1) during morning meeting, (2) during our transition to PE, and (3) at least once during math." Start with a number that feels manageable - even once a day counts - and build from there.

Model Beyond Requesting

‍Many of us default to modeling want over and over - “I want snack,” “I want recess,” “I want laptop.” But we communicate for so many more reasons than requesting! Try modeling some broader communication functions (reasons we communicate), like commenting, protesting, socializing, directing, asking questions, etc. And a reminder: you don't have to press every word you say (I bolded the words I might press on the AAC device while I am speaking).

Commenting: "I see a yellow backpack," "I have a red folder,” “I like recess.”
Protesting: "no thank you," "I'm finished with this."
Socializing: "I am Ms. Smith, what is your name?"

Whichever approach you choose, the goal is the same: more exposure to AAC in meaningful everyday moments.

4. Create a Dedicated Charging Space

Having a designated charging spot in your classroom (the same way you might have a calm-down corner or a book nook) means a low battery is never a barrier to communication.

It also doubles as a modeling opportunity: "Your device is getting low; let's walk over and plug it in so you have your words ready." A visible, consistent charging space shows students (and everyone else in the room) that the device is valued.

5. When in Doubt, Ask

You don't need to be an AAC expert to make a difference; just stay curious. Ask your school SLP questions. Ask families how their child uses AAC at home. Because of the rapport you've already built, your curiosity can be the thing that helps a family understand just how important their child's device really is.

It's always better to ask for help than to let a device sit unused in a backpack all year. No SLP will judge you for showing up and asking! In fact, yor stopping by our office to learn more about AAC would probably make our week!

At the end of the day, a device only works if it's out, on, and a meaningful part of the child's world - in the classroom, at recess, during transitions, everywhere. That's what gives a student access to their voice, and it's something every teacher has the power to make happen!

Want More Support?

I offer AAC coaching for teachers, paraeducators, parents, and other professionals - especially helpful if your school doesn't have consistent SLP support, or you want dedicated time to problem-solve real classroom situations. We can screen-share devices, talk through specific students, and make AAC feel a lot less intimidating together.

Book a Free 20-Min Call

Browse more AAC resources on the blog →

‍Good luck with back-to-school, teachers. Thank you for everything you do — SLPs appreciate you more than you know.