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Lake Central speech-language staff outline districtwide AAC services and device access
Summary
District speech-language pathologists told the board the district supports roughly 150'160 students using augmentative and alternative communication (AAC) systems and described funding routes, professional development and classroom practices to promote literacy for AAC users.
Two Lake Central School Corporation speech-language pathologists told the school board on Oct. 6 that the district provides AAC (augmentative and alternative communication) supports across every building and estimates roughly 150 to 160 device users districtwide.
Beth Hall, a speech-language pathologist with 18 years in the district, and Jenna Blaine, a 16-year district SLP who works at Hohman Elementary, described AAC and speech-generating devices (SGDs) for the board and summarized training they attended at the Indiana AAC Summit. They said AAC includes picture systems, static boards and high-tech devices that provide synthesized speech; SGDs used in the district are preprogrammed with robust vocabularies (the presenters said some devices contain more than 4,000 words).
Hall and Blaine told the board they are guided by state law and professional ethics to consider AAC for students with severe speech or language impairment and reported the district's current staffing and outcomes: a team of roughly 20 SLPs and SLP assistants and an internal estimate of 150'160 students using devices, which the presenters said corresponds to about 1.5'1.6% of the student population. The presenters said the district has been largely successful in helping families obtain personally owned SGDs through insurance or Medicaid, often at little or no cost to families, and that the technology typically travels between school and home and is covered by warranties.
Presentation highlights included classroom strategies to support literacy for AAC users, differentiation between emergent and conventional literacy learners, and alternative assessment strategies when standard oral fluency measures are not appropriate. The presenters emphasized consistent access to communication systems, use of motivating and meaningful vocabulary tied to students' interests, and cross-disciplinary approaches to literacy instruction.
On funding and procurement, the presenters said assistive-technology evaluations are completed through the IEP process; the district's technology department and central staff have provided iPads with communication apps where appropriate; and SLP credentials have allowed staff to help families secure Medicaid or insurance funding for personally owned SGDs. The presenters said the district is continuing professional development and plans to consider multidisciplinary literacy committees for early learners.
"All of our students deserve to have access to everything they could ever want to say in any situation," Beth Hall said, describing the district's approach to providing robust language systems. Jenna Blaine added that research shows AAC supports do not hinder speech development and can support spoken language.
The board did not take a formal vote on the presentation; it received the report and board members thanked the presenters for the overview.
