Creating Communication-Ready Classrooms: How Educators Can Equip Paraprofessionals to Support AAC Users

Presenter(s)

Event Details

Topic:

augmentative and alternative communication (AAC)

Format:

lecture

Subject Level:

intermediate

Age Span:

infant / toddler
preschool
grades 7-12

Target Audience:

AT specialist
autism specialist
consultant
educator
K-12 administration
paraprofessional
special educator

Professional Development Credits

IACET CEUs:

0.3

ACVREP CEs:

2.5

Presentation Length: 2hrs 30mins

Location:

Plaza 1

Description:

This presentation highlights the critical role paraprofessionals play in supporting students who use Augmentative and Alternative Communication (AAC) and assistive technologies. Aimed at educators and administrators, it explores effective training, collaborative strategies, and practical tools to enhance paraprofessional impact across educational settings. Attendees will engage in discussions on communication support, inclusion, and overcoming systemic barriers. Through interactive activities, participants will examine best practices and innovative approaches, such as the “guide on the side” model. The session offers valuable resources and actionable strategies to empower paraprofessionals, ultimately fostering student success and promoting inclusive, supportive learning environments.

Learning Outcomes:

As a result of this activity, participants will be able to:

• Describe 2 aspects of the legal rules and mandates related to paraprofessionals in the classroom;

• Recommend a minimum of 2 training activities for a paraprofessional who is serving a student who uses AAC;

• Create a plan of action document for a paraprofessional who is serving a student who uses AAC.

Disclosures:

Financial disclosures: Kelly does small contract work and training for educational agencies and for several A.T. companies, but is not a full-time employee of a company or receiving any compensation from those companies for presenting this content. She is the co-author of 2 Books on QIAT: Quality Indicators in Assistive Technology. She receives compensation from CTG for preconference presentations.

Non-financial disclosures: Kelly is a volunteer leadership team member of QIAT, of Wisconsin AAC Network, and WATRN (Wisconsin Assistive Technology Regional Network). She is a member of CEC, ISTE, RESNA, and USSAAC/ISAAC.
Financial Disclosures: Sharon Redmon is a Special Education Teacher working in the K-12 public education system. She has her ATP from RESNA and consults as an Assistive Technology consultant for her private practice. Sharon has presented webinars for Building Wings and the Special Education Tech Center (SETC) in Washington State and CTG Webinar series for financial compensation. She receives compensation from CTG for pre-conference presentations. She receives funding from the AAC Leadership grant (U.S. Department of Education, H325D220021) at Pennsylvania State University.
Non-Financial Disclosures: Sharon Redmon serves as a member of the Education Committee for USSAAC, and The Wisconsin AAC Network and is a founding member of WATRN. She has presented past webinars for AAC in the Cloud and Closing the Gap.