If a student is not successfully using verbal speech as her or his primary form of expression by the age of 3, the educators working with that student should be considering augmentative/alternative communication. All too often, the belief that a child is too young, too disabled, or simply not ready, prevents or delays the implementation of a robust AAC system to help learn language.

In the first of a two-part session we will examine practices for coaching educational professionals and families in the selection and use of robust communication systems for early language learners which embed the concept of presuming an individual’s competence by adopting the philosophy of the Least Dangerous Assumption.

Participants will explore the importance of core vocabulary for all early language learners, as well as how to integrate fringe vocabulary that enhances and enriches successful communication. This session will embed current research in the use of AAC. The importance of aided language stimulation, motor planning, and engineering the environment for communication will be highlighted throughout the session. Leave equipped with effective methodologies, strategies, and perspectives necessary to consider AAC systems that work to usher students down a path and into a world where they become functional communicators.