Overview
You have trained your school teams, provided articles, and suggested webinars. But your teams are still not implementing AAC. What is going wrong?? This session will identify and describe the five forms of barriers we face when implementing AAC in school systems. Four leaders in the field will share how they identified their biggest opportunity barriers, and their methods to address them. Each will share their approach, results and next steps to address common barriers and cultivate positive change. These perspectives are each unique in the size, geography, funding, leadership, and resources available. We will share a “feature-matching” resource of freely available resources that provide examples of quality professional learning opportunities to overcome barriers in a sustainable manner. Finally, we will invite participants to continue this conversation in digital collaborative platforms.

Learning Objectives

1. Identify the five forms of barriers we face when implementing AAC.
2. Identify one or more key words or cues that indicate specific barriers
3. Describe potential tools and resources with the 5 specific types of barriers.

Strand
Augmentative and Alternative Communication

Target Audience
Administrators; AT Specialists; Family Members; Speech-Language Pathologists; Special Education Educators

Experience Level
Intermediate

Content Area
Professional Area

ATIA 2020 Conference Recording
This course was given at the ATIA 2020 Conference on Thursday, January 30, 2020 9:20 AM - 10:50 AM

Continuing Education Credits
For Satisfactory Completion and Continuing Education information, please visit: ATIA Online Education CEUs

Start date of ASHA CEUs offering: 4/1/2020
Type: ASHA
Number of ASHA CEU Hours: 1.5 Number of ASHA CEUs: 0.15

This course is offered for 0.15 ASHA CEUs (Intermediate level, Professional area).

This course is also offered for the following CE Provider Credits:
AOTA; IACET
For: 0.15 CEU Units.

Speaker/s:
Marlene Cummings
Oakland Schools
Marlene is a Speech-Language Pathologist, former early childhood educator, and Augmentative/Alternative Communication Consultant with a passion to create environments and change culture for students with complex communication needs in AAC, language and literacy. She specializes in designing innovative implementation systems utilizing cutting edge professional learning frameworks and dynamic service delivery models to build capacity and sustainability among teams and organizations. In addition, Marlene’s past classroom experience drives her exploration and use of universal AAC supports and strategically chosen implementation strategies. She also presents at state, national and international conferences on AAC and Literacy.
Relevant Financial Relationship: Yes
Marlene Cummings is a salaried consultant for Oakland Schools.
Relevant Non-Financial Relationship: No

Tabitha Jones-Wohleber
Frederick County Public Schools, Maryland / Communication AACtualized, LLC
Tabi Jones-Wohleber is an SLP on the Assistive Technology Team for Frederick County Public Schools in Maryland. She also has a small private practice, Communication AACtualized, in Shepherdstown, WV. A 2002 graduate of Penn State University, her career path has focused on AAC from the beginning. Though she supports students with a variety of assistive technology needs, most of her time and creative energy is devoted to supporting the communication and learning needs of students with significant disabilities. Tabi is deeply passionate about giving students a voice, and empowering teams to creatively address the complex communication needs of our students with disabilities with a focus on nurturing a culture that values communication for all. Tabi presents on AAC-related topics at local, state and national conferences.
Relevant Financial Relationship: Yes
Salary from employment; Fee from speaking / teaching
Relevant Non-Financial Relationship: Yes Member of ASHA, SIG 12, ISAAC/USAAC, MATN (Maryland AT Network); Guest contributor on PrAACtical AAC; 
FCPS representative to AT Steering Committee for Maryland Depart of Education

Rachael Langley
Eaton RESA
Rachael Langley is a speech-language pathologist working as an Augmentative/Alternative Communication (AAC) specialist at Eaton Regional Education Service Agency in Mid-Michigan. Her 17-year career has focused primarily on supporting students with complex communication needs. A two-time graduate of Michigan State University, Rachael has served as a clinical faculty member and guest lecturer at several local universities. She is one of the founders of the #TalkingAAC Conference, the only conference of its kind in Michigan. Rachael is the owner of Reach Language, LLC and has presented at local, state, and national conferences. In addition to clinical and consultative work, Rachael enjoys creating and sharing materials that focus on practical strategies for educators and families. Her graphics work also includes a volunteer role for USSAAC, where Rachael has developed materials that promote AAC awareness.
Relevant Financial Relationship: Yes
Rachael Langley is employed by Eaton Regional Education Service Agency as an AAC Consultant, receiving salary and benefits. Rachael also owns Reach Language, LLC where she provides consultation, presentations, and other services related to augmentative/alternative communication for a fee.
Relevant Non-Financial Relationship: Yes Rachael Langley serves in a coordinator role for the #TalkingAAC Conference, but receives no additional compensation outside of employment with Eaton RESA. In addition, Rachael serves in a volunteer capacity on the AAC Awareness committee for the United States Society for Augmentative/Alternative Communication (USSAAC). She also creates graphics and other content related to AAC for the website PrAACticalAAC but receives no compensation.

Erin Sheldon
Integration Action for Inclusion
Erin Sheldon earned her graduate degree studying the special education needs of students with Angelman syndrome. She is particularly interested in the language development and literacy skills that create opportunity for strong friendships and inclusion in the community. Erin is the CEO of Integration Action for Inclusion, Ontario’s school inclusion parent advocacy organization. Erin also works as a literacy and AAC specialist for Assistiveware, as well as with numerous school teams to foster the inclusion of students with complex communication needs in the regular curriculum. She serves on the Communication Advisory Panel of the Angelman Syndrome Foundation (ASF) and led the ASF’s year-long communication and literacy webinar series for educators, SLPs, and parents. She has published book chapters, articles, and manuals. She regularly presents at conferences, and has presented professional development in over ten countries. She lives in Kingston, Ontario, Canada with her family, including her teenage daughter, Maggie, who has Angelman syndrome.
Relevant Financial Relationship: Yes
Consulting fee from independent contractor work for AssistiveWare.
Consulting fee from independent contractor work for Integration Action for Inclusion (non-profit parent association).
Relevant Non-Financial Relationship: Yes Erin Sheldon is the mother of a teenager who uses AAC (PODD) that might be mentioned in sessions.
Erin serves on the Board of Directors of CommunicationFIRST, a non-profit advocacy organization committed to access to AAC for all people with communication disabilities.