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5 Signs Your Student Might Benefit from AAC


October AAC Awareness Month


Every October, AAC Awareness Month reminds us of something simple but important: communication looks different for every student.

AAC (Augmentative and Alternative Communication) isn’t just for students who don’t speak. It’s for anyone whose current communication methods aren’t giving them what they need to connect, participate, or be understood.

And in the schools, those students are easy to overlook. Some speak in short phrases, others use memorized lines from shows, and many go quiet in group settings. All of them may benefit from AAC, if we know what to look for.

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Here are five signs a student might need AAC support.


1. They understand more than they can say.

You ask a question, and it’s clear they get it, but the words never come out.

That gap between comprehension and expression is one of the biggest indicators that AAC could help. It gives students a reliable way to show what they know without relying only on verbal output.


2. Frustration is replacing communication.

If a student is crying, walking away, or refusing to participate, it might not be “behavior.” It might be communication fatigue.

AAC can reduce frustration by giving students tools to express needs and emotions clearly. Once communication becomes easier, participation and confidence usually follow.


3. They use scripts or repeated phrases.

Students who speak in scripts are often communicating in their own way, using familiar language to share meaning.

When AAC is introduced alongside a Gestalt Language Processing approach, those scripts can evolve into flexible, spontaneous communication that reflects what the student truly wants to say.


4. Their language isn’t progressing.

If a student stays at the one- or two-word level, even with strong comprehension, AAC can help them build more complex language.

It supports grammar, word combinations, and sentence structure, giving students a way to organize their thoughts and expand expressive language at their own pace.


5. They go quiet in groups.

Many students who can communicate in one-on-one settings shut down when they’re with peers.

AAC tools like sentence starters, visuals, or communication boards can take the pressure off and make participation more accessible. Even small supports can make a big difference in how comfortable a student feels communicating in class.


So…

AAC isn’t about replacing speech, it’s about giving students access to communication that works for them. When we recognize the signs early and provide the right supports, we make space for every student to be heard.


If AAC feels like a big step, our self-paced graduate course, Implementing Augmentative and Alternative Communication in the School Setting, walks you through exactly how to get started—from assessment to intervention to collaboration.


🎓 Fall 2025 registration is now open 💸 Use code 40Fall25 for $40 off by 10/31/25

 



 
 
 

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