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PERSPECTIVE article

Front. Educ.
Sec. Special Educational Needs
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1487304

Improving Family Engagement During Implementation of IEP-Aided AAC Services: An Interdisciplinary US-Based Perspective

Provisionally accepted
Lisa Erwin-Davidson Lisa Erwin-Davidson *Aja McKee Aja McKee Erin O'Crowley Erin O'Crowley
  • California State University, Fullerton, Fullerton, United States

The final, formatted version of the article will be published soon.

    All IEP team members should find statements pointing to where and when the aided AAC system and accessible learning tools will be used. Classroom-based and research supported AAC learning strategies and teaching practices (Quinn, Kurin et al., 2023;Taub et al., 2017) should be clearly listed, explained, and accessible to all team members. Aided AAC refers to a variety of communication tools that are portable and external to the body. Aided AAC ranges from paper-based picture communication cards, boards, binders, tablets, or digital smartphone applications to multifunctional/high-tech devices offering synthesized and digitized speech. Aided AAC allows students with CCN/ESNs to access speech or writing using any body part capable of performing voluntary and independent movement. Many electronic/high-tech aided AAC systems can store thousands of multilingual words, allowing seamless communication between home and school. Students with CCN/ESNs can also use hightech aided AAC with native keyboards as "alternative pencils" to practice spelling and early writing, thus allowing equitable academic access and opportunities to make progress on emergent literacy skills (Benson-Goldberg & Erickson, 2024;Light et al., 2021;Light & Kent-Walsh, 2003).High-tech/digital-aided AAC allows for the maturation of linguistic specificity and fuller participation in daily routines required for academic success. It is critical for students with CCN/ESNs to use high-tech aided AAC with ample vocabulary storage to increase opportunities for self-generation of complex and decontextualized messages for varied social interactions. Additionally, digital device platforms (e.g., iPads, other tablets, Smartphones) offer multiple

    Keywords: Augmentative and Alternate Communication (AAC), Families, Individualized Education Plan (IEP), Special educators, complex communication needs (CCN), extensive support needs, Speech language pathologist (SLP), Interdisciplinary

    Received: 27 Aug 2024; Accepted: 07 Oct 2024.

    Copyright: © 2024 Erwin-Davidson, McKee and O'Crowley. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Lisa Erwin-Davidson, California State University, Fullerton, Fullerton, United States

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.