Creating complex communication opportunities through AAC and trauma informed practice
Subject
Abstract
The purpose of this project was to create a curriculum and assessment guide for teachers working with students who are non-verbal and have severe and profound multiple disabilities through the implementation of trauma informed practice, and the use of augmentative and alternative communication (AAC) in the classroom. Through a detailed review of academic literature on the topics of AAC and trauma informed practice, two main questions emerged: How can the education system eliminate barriers to communication for students who are non-verbal and have severe and profound multiple disabilities? And, how can the education system properly prepare and equip teachers with the necessary tools and skills needed in order to reduce these barriers, and increase complex communication opportunities in the classroom? This project provides an extensive curriculum and set of resources to help answer these questions.