Promotion of Communication Access, Choice, and Agency for Autistic Students

Area of Science:

• Speech and Language Pathology
• Disability Studies
• Autism Research

Background:

• Augmentative and Alternative Communication (AAC) is often viewed as a last resort for individuals with communication challenges.
• Autistic adults report that early access to AAC would have been beneficial during childhood.
• The medical model of disability has influenced traditional approaches to AAC, perpetuating this "last resort" practice.

Purpose of the Study:

• To discuss the history and perpetuation of AAC as a "last resort" practice within the medical model of disability.
• To focus on communication access, choice, and agency for autistic students.
• To promote autistic expertise and challenge ableism in AAC research and practice.

Main Methods:

• Reviewing the history of AAC research in autism.
• Examining the relationship between disability models, ableism, and the prioritization of spoken language.
• Incorporating autistic expertise into evidence-based practice.
• Analyzing the role of speech-language pathologists (SLPs) in AAC assessment.

Main Results:

• Speaking autistic students may lack AAC access due to the prioritization of spoken language and limited awareness of AAC benefits.
• Ableism influences views on spoken language as the primary communication mode.
• Studies on AAC and autism are scarce, highlighting the need to honor disabled individuals' experiences.

Conclusions:

• SLPs and school professionals should facilitate AAC access, communicative choice, and agency for autistic students.
• Multimodal communication strategies, including AAC, should be implemented regardless of spoken language ability.
• Promoting diverse communication methods and normalizing AAC are crucial for autistic children's agency and self-determination.