For many students, especially those with special needs, an accessible daily schedule is more than just a classroom tool—it’s a key to reducing stress, increasing independence, and fostering communication.
Years ago I heard AAC Expert Caroline Musselwhite say, “Dance with the girl you came with” a metaphor I find myself repeating regularly in my role as an AAC consultant. It’s a funny but powerful reminder in the world of AAC decision-making: when a child arrives with a communication system—whether purchased by a parent, recommended by a family friend, or simply preferred by caregivers—it’s in everyone’s best interest to make it work.
If you’ve ever tried to learn a new language, you know how overwhelming it can be at first. You hear words and phrases, but they don’t quite make sense yet. You may pick up a few key phrases—hello, thank you, where’s the bathroom?—but holding a full conversation? That takes time.Now, imagine you’re an AAC user. Learning to communicate using an AAC system is a lot like learning a new language—it requires immersion, patience, and consistent practice in real-world situations.
For individuals with complex physical and communication challenges, auditory scanning provides an accessible way to interact with communication devices and digital tools.
When a child has complex communication needs, many parents, teachers, and therapists quickly start thinking about which AAC device will best support them. With today’s easy access to robust AAC apps and dedicated speech-generating devices, it’s understandable that we want to give children the most powerful tools available as soon as possible.
The CVI Book Nook website offers a wealth of information and practical tools to support literacy learning for students with CVI.
