Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Special Education Devices topic
No spam. Unsubscribe anytime.
Speech‑language team details AAC device expansion; 21 devices provided this year through vendor program
Summary
District speech‑language pathologists described growth in augmentative and alternative communication (AAC) access: 34 students use high‑tech devices district‑wide, about 21 devices were obtained this year through a vendor program at no cost to families in many cases, and the team outlined training, evaluation workload and student success stories.
District speech‑language staff told the board they have expanded access to augmentative and alternative communication (AAC) devices and delivered training and family coaching to support use in school and at home.
Dracy Blue opened the presentation and emphasized student voice: "Every voice matters," Dracy Blue said, framing the team’s work on device feature‑matching and family coaching. Speech therapists Alicia Langlois, Ely Gardner and Jamie Haywood described hands‑on training activities and demonstrated no‑tech to high‑tech options, explaining that a high‑tech speech‑generating device can include a tablet and communication app that allows full‑sentence output.
Presenters gave these district figures and operational details: roughly 34 students currently use high‑tech speech‑generating devices; the team reported providing 21 devices this year through a vendor partnership referenced in the transcript as Abelnet/Avillenet, often at no cost to families depending on insurance and grants; the device list price was cited at roughly $3,450 (device only) plus app costs. Staff described the evaluation workload: about six 30‑minute sessions plus report writing per evaluation, estimating roughly 100 evaluation hours for the year and an additional 150 collaboration hours across staff and partners.
The team described family outreach and training (one‑on‑one device programming, group parent classes and an eight‑week parent coaching pilot), and cited student outcomes and teacher observations showing improved ability to demonstrate knowledge once a communication platform is in hand. One teacher recounted a student able to indicate letter knowledge via device where previously the student could not demonstrate knowledge without it.
Presenters also flagged logistical and funding notes: some consumables and accessories will need replenishment, partnerships and CTE or grant dollars may cover recurring costs, and vendor training is typically included for initial rollout but ongoing PD may be purchased. The team asked the board to continue support for device access, training time and playground modifications that facilitate inclusive participation.
