Event Description


AAC 101 for Paraeducators: Speaking the Vocabulary of AAC webinar

Date: February 12, 2019

Time: 3:30-4:30

PresenterLocationEvent LimitEvent Hours
Shannon Singleton, MS, CCC-SLPinternet 991

Registration Information:
Create an online registration

Contact: e-mail Sue Wright at the SETC office to register, wrightsu@cwu.edu


In his book, Ghost Boy, Martin Pistorius writes “Not having a voice to say I’d had enough food or the bath water was too hot or to tell someone I loved them was the thing that made me feel most inhuman. Words and speech separate us from the animal kingdom, after all. They give us free will and agency as we use them to express our desires and refuse or accept what others want us to do.”  For students with complex communication needs, Augmentative/Alternative Communication (AAC) is the key that unlocks communication, free will and agency for them.  As educators, providing opportunities for and supporting use of AAC in our classrooms is our most important obligation to our students.  But there’s so much to know!  How do we get started?  In this webinar, we will begin at the beginning, with core beliefs and principles.  We will then dive in to the “vocabulary” of AAC.  What is “motor planning”?  What is “PODD”?  What is “robust vocabulary” and “autonomous communication”?  Join us and find out!


Learning objectives:

Participants will be able to state 2 core beliefs central to AAC development and provision

Participants will be able to discuss 2-3 AAC options, including low-tech and high-tech


Participants will be able to describe the terms “access”, “robust vocabulary” and “autonomous communication”.


Shannon started her career as a school-based SLP in Central Kitsap School District and then in North Kitsap School District.  After 10 years serving preschool and elementary students with articulation and language disorders, she joined the Assistive Technology Augmentative Alternative Communication (ATAAC) Team in NKSD. In her current role as an AT Facilitator, Shannon helps school-based teams assess students, explore and acquire AT options, and implement a variety of reading, writing and communication supports for students from age 3 to 21. 

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