Considering your classroom, or one you work with, how often do you observe the following:
If any of the indicators aren’t happening consistently, take a moment to ask yourself why:
- Are there unclear or low expectations for the student?
- Do staff members need additional training or support to facilitate communication?
- Is there a gap between the student’s needs and the resources available?
- Or perhaps it’s a combination of all these factors?
If yes to any of the above, you are in the right place. TTAC-ODU, among other fantastic resources, is here for you.
Click the questions below to discover answers and considerations:
First and foremost, are we talking about students who are “nonverbal” or “nonspeaking?”
Many advocacy communities are increasingly concerned that the term “nonverbal” has become stigmatized, often implying a lack of language understanding. While “nonverbal” technically means “without words,” many argue that nonspeaking individuals do have words—they simply need to express them in a different way.
As with any label, language preferences vary, and how we speak about others has a lasting impact. It’s important to ask and not assume. Remember, “nonspeaking” does not mean “nonhearing” or “nonfeeling.” For clarity, I will be using “nonspeaking” throughout this article unless directly quoting a resource.
But this is the autism page. Why are we discussing nonspeaking students?
Did you know, approximately 25% – 35% of autistic children are nonspeaking or minimally verbal (Rose et al., 2016; Tager‐Flusberg & Kasari, 2013)?
And yet, many studies, programs, assessments, and participation expectations are often catered to those who speak verbally. Why is that?
To save you from my soapbox response, let’s first make sure we are all on the same page with every individual’s fundamental right to communicate in every aspect of their life.
Take a look at the communication bill of rights:
The above poster is based on the “Communication Bills of Rights, 3rd Edition.” These communication rights promote full participation across the lifespan (NJC, 2024).
Now consider your classroom, or a classroom you work with, and let’s focus in on the right to individualized, working AAC and other AT all times…
Does each and every student have an effective way to communicate at all times?
Wait, what’s AAC?
How can I better understand and support communication needs?
There are oodles of trainings out there to help educators better understand and support communication needs.
Here are 4 sites to consider:
- Dynamic Learning Maps Professional Development: Core Vocab
- VCU: Communication and ASD
- TTAC Online: DIY Light Tech Eye Gaze
- More AAC webinars here as well
- AT Network
Looking for even more options? Check out…
What free resources are available to support communication?
There are many free no-tech AAC out there to consider and some low to higher tech options that can be purchased out of pocket or through grants (talk to your Speech Language Pathologist [SLP]). Today, I want to highlight Core Vocabulary boards.
Core Vocabulary is a big focus in the AAC world right now!
- These 36 words can unlock endless communication possibilities.
- Core words are versatile and apply across different contexts.
- Few nouns are included because they tend to be more context-specific.
- Core vocabulary offers greater flexibility and variety.
- Free Core Vocabulary Resource
Choosing the right Core Board:
- A grid of 36 words can feel overwhelming at first.
- Answer a few questions about the student to get guidance on which core board to start with: Free Core Board Selection Tool
Collaboration is key:
- Work with the student and their team to create a communication plan and identify next steps.
- The IEP team must work together—communication isn’t just the responsibility of the SLP but the responsibility of everyone who works with the student.
- Communication needs to be supported across all settings and content areas, with continuous planning and support in place.
- There’s no single AAC approach that works for everyone, but everyone does have the right to communicate and must have access to the tools they need.
- A Core Board is just one example of AAC—every autistic individual has unique needs.
How can I help shift perspectives of others when it comes to our students and their essential communication rights?
Below are several resources that offer us a window into what it might be like if you could not say what you wanted to say when you wanted to say it.
Pick one and have a film/book study. Engage in conversations with your team about your chosen film or book… then try engaging in conversation without spoken words or AAC.
- The Reason I Jump by Naoki Higashida (book and film)
- “Based on the best-selling book by Naoki Higashida, The Reason I Jump is an immersive cinematic exploration of neurodiversity through the experiences of nonspeaking autistic people from around the world.” – YouTube Description
- Trailer
- Out of My Mind by Sharon Draper (book and movie)
- “Melody Brooks, a sixth grader with cerebral palsy, has a quick wit and a sharp mind, but because she is non-verbal and uses a wheelchair, she is not given the same opportunities as her classmates. When a young educator notices her student’s untapped potential and Melody starts to participate in mainstream education, Melody shows that what she has to say is more important than how she says it.” -YouTube Trailer Description
- Disney Trailer
- This is Not About Me (film)
- “This Is Not About Me gives a glimpse into Jordyn’s daily life interweaved with visits to Jordyn’s schools and interviews with teachers that worked closely with her. Jordyn guides us through difficult moments in her childhood. Piece by piece, her story reveals how professionals misunderstood her and pushed her deeper into a broken education system…There are thousands of students like Jordyn who have something to say.” -Website Description
- Film Website
“The smallest change in perspective can transform a life.”
Oprah Winfrey
Call To Action:
Returning to the Social Communication Indicators*, pick one you want to improve:
| 1. Staff acknowledges and responds to student communication attempts (in any modality) appropriately. |
| 2. Students have consistent access to personalized assistive technology that is provided at all times and across all environments. |
| 3. Students are taught to travel with their communication systems. |
| 4. Students are taught to independently utilize their functional communication system, including augmentative or alternative communication supports. |
Consider which resources and/or supports are needed in order to improve upon that indicator. Do any of the resources listed above match your needs? Or can they connect you to something even better? If not, reach out!
There is no better person to take on this task but you.
P.S.
You are not alone.
Reach out with questions, to brainstorm ideas, or perhaps to simply share a celebration.
A final note: Out of deep respect for diverse perspectives, I use both people-first and identity-first language throughout my articles.
Words are powerful; everyone’s experiences are unique. Be sure to always ask and honor individual preferences.
*Download VCU-ACE’s full walkthrough tool
References:
- The American Speech-Language-Hearing Association. (n.d.). Augmentative and Alternative Communication (AAC) . https://www.asha.org. https://www.asha.org/public/speech/disorders/aac/?srsltid=AfmBOoqIH9tewzIQAoke70-7z_f8yddHl7G7I7chHuGUyxutnt-kiJzH
- National Joint Committee for the Communication Needs of Persons with Severe Disabilities. (2024). NJC Communication Bill of Rights (3rd ed.)
- Rose, V., Trembath, D., Keen, D., & Paynter, J. (2016). The proportion of minimally verbal children with autism spectrum disorder in a community‐based early intervention programme. Journal of Intellectual Disability Research, 60(5), 464–477. https://doi.org/10.1111/jir.12284
- Tager‐Flusberg, H., & Kasari, C. (2013). Minimally verbal school‐aged children with autism spectrum disorder: The neglected end of the spectrum. Autism Research, 6(6), 468–478. https://doi.org/10.1002/aur.1329
