Working with others

The need for close collaboration between professionals, parents/carers and the learners themselves has been identified as an essential factor in the successful planning and implementation of a program of support involving an AAC system. The most recent government documents continue to emphasize the role of parents (DfES, 2004) and for the need for partnership working, to enable effective working practices to develop and support learners. However, it has also been clear that, in addition to joint working, there are other factors that are of particular importance if ACC system programs are going to be successfully implemented as well as planned.

These include:

■ adequate and regular training on the AAC system for everyone involved with the learner (teacher, teaching assistant, parent, peers, siblings, speech and language therapist, extended family, SENCO);

■ the provision of an inclusive learning environment that supports the use of the AAC system all of the time (if required);

■ regular opportunities for joint meetings to take place in a planned manner;

■ early identification and provision of the AAC system;

■ local means of repair (if aided communication system).