Below is selected feedback from teachers and SLPs after two training sessions (in 2019) on AAC Intervention in their school district.
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Special Ed Teacher:
- Everything was great! I learned a lot.
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SLP:
- I found your training session very informative. I feel that I was able to wrap my head around the actual use and need of the boards much better than in our first few meetings. I admit, I was overwhelmed at the needs of my students this year and didn’t have a clear understanding of LAMP’s function and how to deliver the program correctly. I feel the videos demonstrated how to facilitate the use of the boards—so I thank you for the clarity.
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Teacher:
- Some insights I have brought to my teaching were to focus on teaching one or two core language concepts at a time. I also stepped back to see what symbols students would point to independently. This was eye-opening for my staff and me. It also helped to ensure students’ communication systems are accessible throughout the day in every setting.
Since the training, I have implemented the board with two students: the first is learning one concept (more), while the other is able to utilize more concepts with minimal staff prompting (I, want, good). Thank you! I look forward to meeting with you again on our next training.
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Teacher:
- The insights I got from your training are to take smaller steps when teaching core concepts. I need to focus more on the core vocabulary than the fringe vocabulary. I need to have their communication boards accessible throughout the school day, including specials and the playground.
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SLP:
- I think the presentation was wonderful.
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SLP:
- I was so grateful for the time we spent with you. I found myself recalling things I learned in grad school, and I left excited to try some low-low-tech boards with a particular student on my current caseload. I believe this student is hyperlexic, and I incorporate written language in his therapy as part of my approach. But I was inspired to take it “a few steps back” to focus on strengthening his foundation of functional language. I am hopeful that using a communication board will help him access language in more settings.
Always, Always, always speak to the progress made—however small—and especially when it’s small, because it often means even more!
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Teacher:
- It was eye-opening, yet obvious, to realize how important core language is and how mastering core language can help children become more successful with a vast number of topics and situations. I’ve always only known to focus on vocabulary and labeling. I find this idea to be fascinating.
I have also started to focus on one core language word by reinforcing and embedding it throughout the day. We will also be posting a core language board for the entire classroom to access. I will then incorporate core language for all of my students, as I know it will increase comprehension. As a team of teachers, we have spoken about posting core language boards throughout our school building in designated areas where our students frequently travel in order to help them feel successful in all settings.
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Teacher:
- The insight that I got from your training is to teach core concepts first and to focus on one word first rather than working on fringe vocabulary. I also learned to take small steps when teaching specific core concepts and to always have the student’s communication systems available at all times.