I would like to introduce the concept of teaching augmentative and alternative communication (AAC) through an Integrated Model of Communication Instruction. Inspired by Janice Light’s early concept of communication competence for AAC users and Karen Erickson’s work on integrating language and literacy instruction for AAC users I combined their ideas to emphasize teaching AAC through an integrated approach.

What is it an integrated approach to communication? An integrated model of instruction suggests that AAC instructional plans include opportunities for students to be taught:

1. Social skills –The ability to carry on quick conversations that involve more than one conversational turn.
2. Literacy Skills – Students learn how to identify key words and eventually read them and use them to spell other words.
3. Linguistic Skills – Students learn how to use words (key core words and/or lists – words that are more general and typically organized by categories on light- or high-tech systems) to generate unique thoughts and ideas and/or eventually build sentences.

Who will benefit? This approach is used with all students who cannot speak regardless of cognitive ability. From beginning communication skills where students might be using light-tech AAC systems such as paper boards , choice boards, etc., to high-tech communication systems such as a V or Vmax, Tango or Xpress.

The key concept behind this model is that all instructors have high expectations for students. Understanding that for some students we are not clear on what their true cognitive abilities are so rather than teaching skills in isolation we strategically integrate literacy, linguistic and social skills into the teaching model so every student has the opportunity to learn each skill at their level.