SLPs Drive the Success of ACC & SGD Implementation

Welcome to the final part of our blog series on Alternative and Augmentative Communication (AAC) and Speech Generating Devices (SGDs). In our last post, we delved into the key responsibilities of speech and language pathologists (SLPs). Now, let's continue to explore their crucial role in AAC/SGD implementation.

More Responsibilities of an SLP

1. Providing the Appropriate AAC/SGD System: SLPs provide the appropriate AAC/SGD system and keep it updated so that it allows the student to access the general education curriculum.

2. Trial Periods and Data Collection: They provide trial periods with AAC/SGD systems and collect data to evaluate the effectiveness of these systems for the student.

3. Requesting and Coordinating Evaluations: They request, coordinate, or conduct an interdisciplinary AAC/SGD evaluation.

4. Supporting Transitions: They support the transition between home and school and between different school environments.

5. Writing and Implementing Goals: They are responsible for writing and implementing goals related to speech, language, literacy, and participation.

We hope that this blog series has shed light on the myths surrounding AAC/SGDs and the important roles and responsibilities of SLPs in implementing these tools. The National Special Education Advocacy Institute (NSEAI) is a valuable resource for further information and training related to AAC/SGDs and special education advocacy.

Remember, the goal of AAC/SGDs and the work of SLPs is to give voice to those who struggle with communicating. SLPs also support parents and advocates trying to achieve measurable outcomes that lead to independent functional performance. These devices are a means to enhance communication, boost confidence, and improve quality of life. The sooner communication needs are appropriately addressed the more likely that functional performance can evolve. Therefore, continue to advocate for their use and support those who need them most. Let's make communication accessible for all.

Next blog addresses key advocacy techniques for AAC/SGD implementation

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AUTHORS

Marie Lewis is an author, consultant, and national speaker on best practices in education advocacy. She is a parent of 3 children and a Disability Case Manager, Board Certified Education Advocate, and Behavior Specialist Consultant. She has assisted in the development of thousands of IEPs nationally and consults on developing appropriately individualized IEPs that are outcome-based vs legally sufficient. She brings a great depth of expertise, practical experience, and compassion to her work as well as expert insight, vision, and systemic thinking. She is passionate and funny and she always inspires and informs.

MJ Gore has an MEd in counseling and a degree in elementary education and natural sciences. She worked as a life-skills and learning support teacher She has been honored with the Presidential Volunteer Service Award. She is the Director and on the faculty at the National Special Education Advocacy Institute. Her passion is social justice, especially in the area of education. She is a Board Certified Education Advocate who teaches professional advocates, educators, and clinicians the best practices in education advocacy.]