October is Disability Awareness Month and Augmentative and Alternative Communication
Month.
Roanoke County Schools Special Education Supervisor Beth Whitehead and RCPS Lead
Speech-Language Pathologist (SLP) Kayla Clendenin have collaborated on this article about the
use of AAC devices in RCPS, especially in the Vinton area, giving nonverbal students a voice
once never thought possible. All of this is in part due to the skilled work of speech language
pathologists who educate staff and train students to use technology to speak up for themselves.
In classrooms across the Vinton area, technology is assisting students who once struggled to
express themselves to find their voices.
While adults most often experience communication disorders through trauma, such as a brain
injury, children experience challenges due to characteristics of many developmental,
neurological, and genetic disorders; autism and Down Syndrome are just two conditions that can
include delayed speech or a lack of speech altogether. Some students with unique emotional
needs may require other ways of communicating when their emotions are too intense for them to
be able to communicate verbally.
RCPS teachers and speech-language pathologists work closely with one another to help students
with these communication challenges use different means of being able to express themselves
and participate with their peers in the classroom.
Technological advances in the past two decades have advanced possibilities in this area through
Augmentative and Alternative Communication (AAC) tools and devices. Their work, combined
with hard work from the student, and family support, is opening doors to independence,
connection, and learning for students with complex communication needs.
This progress of Vinton area students is in large part due to the dedication and expertise of four
remarkable speech-language pathologists (SLPs): Kelsey Campbell at W.E. Cundiff Elementary,
Melissa Harron at Herman L. Horn, William Byrd Middle, and William Byrd High Schools,
Maggie Campbell at Mount Pleasant, and Laura Freeman at Bonsack and WBHS. They make up
part of Roanoke County Public Schools’ SLP AAC Committee—a team committed to ensuring
that every student has access to communication. These educators are not just teaching students to
use devices—they are teaching them that their voices matter.
What is AAC—and Why Does It Matter?
AAC includes tools and strategies that support or replace verbal speech. “Alternative” means
taking the place of speech and “augmentative” means providing assistance to a student’s speech.
Modes of AAC range from low-technology methods such as gestures and pointing to pictures on
a board, to high-technology items such as iPad apps and devices dedicated just to producing
speech.
Students as young as pre-school age up to exiting high school are using systems and devices
more than ever before. After it is determined a student requires another, or additional, means of
communicating, RCPS SLPs analyze a student’s unique needs to find the most appropriate
system that specifically provides the student with access to expressing their needs, thoughts, and
opinions.
In direct therapy, the SLP teaches the student to use the device through modeling and practice. In
the classroom, the SLP will provide support for the student and the teacher for successful,
consistent use.
Additionally, the SLP works with the student’s family to provide opportunities to use their
communication system at home. The more often a student accesses their means of
communication, the more proficient they become.
Students who are non-speaking use their system more heavily throughout the day, while students
who need the device when they may become too frustrated to articulate what they are thinking
and feeling are guided to use the communication system to help remove the pressure of finding
the words to express themselves.
Because we know all behavior is communication, use of the AAC to share feelings before they
escalate in some students can lead to a decrease in the loss of instructional time. Less time spent
in the office translates to more time with peers engaged in learning opportunities.
“AAC isn’t just about getting needs met—it’s about autonomy,” says SLP Kelsey Campbell.
“Students learn they can choose their own words, decide when and how they’ll communicate,
and express their unique personalities. That independence builds confidence, self-esteem, and
stronger connections with others.”
Laura Freeman agrees: “AAC gives our students a way to communicate their wants, needs, and
feelings. It allows them to share their thoughts, ideas, and knowledge—at school, at home, and in
the community.”
Teaching AAC: A Team Effort
Introducing AAC isn’t as simple as handing a student a device. It takes training, patience, and
collaboration.
“I love the teamwork that comes with AAC,” Kelsey explains. “For students, it’s about modeling
and creating those ‘ah-ha!’ moments when they realize they finally have a voice. For staff,
training focuses on embedding AAC into everyday routines.”
Freeman adds, “I’m lucky to work with an excellent team. Modeling AAC throughout the day is
critical—students learn by seeing others use their device during real conversations.”
Challenges and Breakthroughs
One of the biggest challenges? Consistency.
AAC only works when it becomes part of the student’s life both at school and at home. “We
need buy-in from the whole team—including families,” Freeman emphasizes. “When everyone
understands the value of AAC, students make incredible progress.”
Kelsey adds that finding the right AAC system takes time and creativity: “Every student is
unique. We look at their strengths, interests, and how they best access a device. It’s all about
personalizing their voice.”
Success in the Classroom
AAC is transforming student engagement. “Students with AAC take a more active role in
classroom activities,” says Freeman. “They share ideas, build friendships, and show what they
know. It’s amazing to see their personalities shine.”
Advice for Families New to AAC
Maggie Campbell has some simple advice: jump in.
“You don’t need a perfect plan to get started. Explore the features with your students and learn
together. The best way to learn AAC is to use it. And don’t be afraid to make mistakes—students
learn a lot when they see us problem-solve.”
Looking Ahead
Technology is constantly evolving, and AAC is evolving with it. These SLPs see a future where
communication barriers continue to break down and where every child can participate fully in
learning and life.
devices to enable students to use them accurately and consistently. In this photo, Kelsey
Campbell provides AAC training to some W.E. Cundiff staff members.
