In some environments, there may be more than one AAC user. Every AAC user is different and will have different AAC needs. They may use different AAC systems.
People supporting those AAC users can feel stuck. How can we integrate different systems of AAC into the daily routine? How can we swap from one system to another? Wouldn’t it be easier if everyone used the same AAC system?
One size does not fit all
It is very important to realize that no one size or type of AAC fits all. Every individual needs an AAC system based on their communication and access needs. We should be selecting a balanced AAC system based on core words, fringe vocabulary and an alphabet. We should be starting with a grid size that the AAC user can see and touch. And we need to personalize each AAC system for the individual. When we follow these beginning steps, we may find that each AAC user we support may need a different AAC system. While supporting different AAC systems in the same environment may not be the easiest choice, it is definitely the best choice when AAC users have significantly different needs. AAC systems must meet the needs of their AAC users.
Here is an example of a typical classroom. One student may have a significant physical impairment and he needs to access his AAC system using eye gaze. Another student may use a communication book. Other students may have an AAC system set up on their iPad, but each student has a different grid size depending on their vision and fine motor skills. Each student has a different system. The picture or symbol supports may even be different.
Know all the AAC systems
The best thing teams can do is to take the time to get familiar with the systems being used. This may involve “playing” with the vocabulary to become more comfortable and confident about where words are located. Or the team can determine a set of words to model for a particular activity. See the AssistiveWare Core Word Classroom core word activity planners for helpful suggestions for many common school and home activities. Create “cheat sheets” or modeling guides for where the words are on each system. These can be used for practice and for reference during the activity. In time, cheat sheets will no longer be needed, because through practice, the team will have learned the location of many words.
It can also be helpful to have light tech versions of the AAC systems (or at least the home page and some other key pages). Communication partners can use these to practice modeling key words. You can find core word boards for the 7x11 Crescendo vocabulary in AssitiveWare's Core Word Classroom.
The better we know the systems, the more we can model words and sentences on any system. Modeling language across different AAC systems will take time. At first it may be slow, as we get to know the systems. But the more we do, the easier it will become.
Support all members of the team to get to know the AAC system. Have regular meetings to discuss successes and difficulties. Have practice sessions to take time “playing” with the system - or just dedicate 5-10 minutes of each staff meeting to finding words on one of the AAC systems being used in the classroom, or conversing using the system(s).