There is a distinct difference in communication needs between students in varying curricula in school settings and they are often overlooked. Staff, students, and administrators require continuous education in order to provide the best support and ability to advocate for those diverse learners. A key component that is often underemphasized in these conversations is social skills. This is prevalent when integrating inclusion policies. Research has shown that inclusive practices improve AAC skills for students in different applications. Social skills are a vital component of education for all students and contribute to their emotional regulation and sense of belonging as they mature and advance in education. Those same social skills are also a vital competency when working towards independent communications skills for people that use AAC.
Educators sometimes express concerns such as, “the students don’t seem interested in interacting with others,” or “this student has too many behaviors to play with peers.” Contrary to these beliefs, students with diverse communication needs often seek social connection using unconventional communication skills. These students require more opportunities and supportive environments to build those connections.
Students without communication challenges in general education settings typically have abundant opportunities to practice social skills. In contrast, students in specialized classrooms, particularly those using an alternate curriculum, often experience limited interactions with same-age peers. This can lead to misunderstanding and isolation, which can persist throughout their time within the educational system.
To address this need, my resource specialist and I developed an inclusive social program at our school. This initiative brings together student leaders from upper grades and students receiving resource services to participate in small-group activities with peers who use AAC (Augmentative and Alternative Communication) and are enrolled in alternate curriculum classrooms. The program fosters peer connection through fun, motivating games and provides participants with the tools and knowledge to communicate more effectively with each other—such as learning to use AAC devices and communication boards.
The results have been encouraging: participants now greet and engage with each other more frequently throughout the school day, express excitement about their new friendships, and demonstrate a growing appreciation for their diverse peers.
This presentation will include interactive breakout sessions where participants can explore how to implement a similar program in their own settings. Discussion prompts will focus on identifying potential collaborators, brainstorming inclusive activities, and strategizing solutions to anticipated challenges.
Accessible summary:
* Discuss barriers and challenges for students who use AAC or are on a different curriculum to socialize with general education peers.
* Explain how to create a multidisciplinary team to generate ideas for inclusion groups.
* Describe the format, activity, and support used to promote socialization during an inclusion program.
* Summarize benefits and challenges of implementing an inclusion program in an educational setting.
