Adapting the Specific Language System First approach for special education schools in Singapore: A pilot evaluation

The Specific Language System First (SLSF) approach has been proposed as a resource-efficient strategy for strengthening Augmentative and Alternative Communication (AAC) service delivery in school settings (Maholtz & Olson, 2025; Peterson, 2023). This project examined the implementation of an adapted SLSF approach across three special education schools in Singapore, which involved the implementation of a standardised AAC system, dynamic assessment of AAC needs using trial kits, and provision of specialist support for AAC implementation to teachers. Class teachers of 71 Year 1 students, reported gains in students' communication skills and improved confidence in AAC implementation, by the end of the school year. Findings that Year 1 students with standardised AAC systems, showed similar gains in communication skills and similar levels of engagement with AAC, as 17 Year 2 peers with customised AAC systems and similar cognitive profiles, indicate that standardised AAC systems do not hinder the development of communication skills for students with complex communication needs. Compared to previous years where provision of personal AAC systems took a longer time, Year 1 students in the SLSF approach received their own personalised AAC system after 10 weeks of school, suggesting that the SLSF approach is useful for supporting communication and AAC implementation.