Moving forward with AAC: The use of Communication Key Workers

摘要

This paper describes an innovative school-based model of service delivery. It was developed by two Speech & Language Therapists working with a large caseload of children, many of them AAC users, in a school for pupils with physical disabilities and additional special needs. The aims are to: 1. Increase the profile of communication throughout the whole school 2. Improve the consistency of approach between different areas of the school, and for the pupil moving from one class to the next 3. Ensure continuity for individual AAC systems 4. Increase staff awareness about communication 5. Develop successful communication environments within individual classes 6. Break down some of the attitude, knowledge and skill barriers within the school in relation to AAC 7. Ensure that those pupils requiring regular individual assistance received it The Speech & Language Therapists, in collaboration with the Senior Management Team of the school, nominate one member of staff from each class to be trained as a Communication Key Worker (CKW). The CKW receives three sessions of initial training, with additional specialist training as appropriate, and is then given the responsibility of improving the communication opportunities for all pupils in the class, and setting targets for each individual pupil, with strategies for achieving them. Pupil progress is monitored through a Communication Skills Rating Scale, and recorded on an Individual Communication Plan. The Speech & Language Therapists give on-going support and guidance.