

About Us
Augmentative and Alternative Communication
Kentucky Speaks AAC provides resources and information for working with individuals who use AAC or need AAC to communicate effectively. See”Our Projects” for training and resource links designed for educators, speech-language, pathologists, assistive technology specialists, AAC users and their family members to improve communication outcomes.
What We Are Doing
Our Projects

Register
to Learn More
Kentucky Speaks AAC provides training and resource links for educators, speech-language, pathologists, assistive technology specialists, AAC users and their family members to improve communication outcomes.

Asynchronous Learning Series
1. TAALC Listen Up! Series (ASHA CEUs)
2. TIES 101 & 102 Communication in the Inclusive Class (ASHA CEUs)
3. School Administrator Series (EILA Credit)
4. Transition-Age Youth & Adult Communication (Professional Learning Certificate)

Peer Support for Communication
Research indicates that peers can support and encourage the use of AAC. For more information about implementing peer support, see the KY Peer Support Network.
What We’ve Done
Our Resources

TAALC Communication Strategies
Teaching Academic Age-Appropriate Learning via Communication (TAALC)
The underlying premise of TAALC is all students can and do communicate, and TAALC presentations are designed to provide training and experience in identifying communicative competence for students with complex communication needs.
Select a communication strategy listed below to learn more about how to implement each strategy.
Partner-assisted scanning is a communication strategy for students who have a consistent confirmation or rejection of offered choices. This confirmation or rejection can take the form of eye gaze, ...
Read More
Aided Language Modeling requires the communication partner to model the use of the AAC device by simultaneously touching the symbols for key words while saying the words of the ...
Read More
Peer-mediated supports are evidence based strategies that involve identifying and equipping a group of peers to provide ongoing support to students with significant disabilities in or outside of the ...
Read More
To reflect, interpret, and expand on a student’s unique communication, is to vocalize what the behavior (facial expression, body language, or vocalization) is communicating and expand that communication by ...
Read More
Words represented by symbols and used frequently and flexibly across the day are more likely to be learned by a student. Core words include verbs, adjectives/adverbs, and ...
Read More
The identification of activities and people that appear to engage a student with communication challenges. These preferences can then be used to understand what a student may be communicating ...
Read More
Communication Bill of Rights

All people with a disability of any extent or severity have a basic right to affect, through communication, the conditions of their existence. Beyond this general right, a number of specific communication rights should be ensured in all daily interactions and interventions involving persons who have severe disabilities.
From the National Joint Committee for the Communication Needs of Persons with Severe Disabilities (NJC)