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Innovation Proposal

FINDING YOUR VOICE IN THE CLASSROOM AND THE COMMUNITY

Achieve extraordinary outcomes
through augmentative and alternative communication (AAC) device

One of the biggest concerns in both the classroom and the community is connecting to individuals on a communitive level. Rather the issue stems from a language or cognitive delay, or even from an attention deficit, one thing for sure is they all share a common interest in technology innovations. Even though everyone can utilize technology, the opportunity that I have observed is that those who suffer from neurodivergent delays lack an active engagement or voice in the classrooms. Some students suffer from delayed speech, language development, selective mutism, dyslexia, sensorineural hearing loss or Autism who simply don’t feel comfortable enough to raise their hands, ask or answer a question when they need extra help or even participate in group discussions however, I believe introducing Augmentative and Alternative Communication (AAC) devices and apps in the classroom can get even the atypical student more involved in their education.

In order to address the problem, I believe that adding more AAC devices with adequate apps into the classrooms can help not only the atypical student connect with other students but also the atypical student to connect with the teacher in a faster and more engaging format.

Utilizing their already rotation model of blended learning, the teachers will learn the use of Augmentative and Alternative Communication (AAC) devices and apps while the students will participate in makerspace learning solely to learn how to use the AAC device and the app. Depending on the grade level the Proloquo2go app may be more beneficial and universal for both staff and students.

The benefit of this solution is to give a voice and safe space to everyone in the classroom no matter any barriers they may face. This new innovation will minimize the some of the barriers and increase engagement in the classrooms.

Depending on the severity of the delay the classroom can be blended with those who use AAC devices and those who do not, or the campus can implement a certain number of classrooms per grade level, that operate fully using only Augmentative and Alternative Communication (AAC) devices. Thus, I am asking on implementing 2 pilot classrooms: one blended and one 100% AAC learning for one month. This can be offered during the summer to not disrupt any TEA guidelines as they pertain to state mandated testing or learning. Those who successfully show signs of improvement will roll over into type of learning at the start of the next school year.

I look forward to hearing your viewpoint and discussing this more

Sincerely

M. Harrell

Every Child has a Voice

AAC devices and apps can indeed play a transformative role in this context. By providing alternative ways for students to communicate, these tools can empower them to express their thoughts, ask questions, and participate in discussions.

Implementing AAC technologies not only enhances individual communication but also fosters an inclusive classroom culture. When students see their peers using these tools, it can create a more accepting environment where diverse communication styles are recognized and valued. Additionally, training educators and peers on how to effectively support and engage with students using AAC can further promote inclusivity.

Moreover, integrating technology in this way can also help bridge the gap between different learning styles, enabling all students to share their insights and collaborate more effectively. Encouraging a culture of empathy and understanding around communication differences can significantly enhance the educational experience for everyone involved.

In 2019, when the COVID virus hit America, it took on average one week for schools to provide laptops to each student so they can do distant learning however, there are no AAC devices being offered to students who need them. Two short years after COVID, TEA reports that in 2021-2022 school year an estimated $4.34 billion was allocated to special education, yet no AAC devices were given to special needs students, or students with disabilities. Also, most campuses do not have a licensed BCBA or RBT, even though majority of those who fall under the special education umbrella are prescribed these services. Even more so, students only average 45 minutes a marking period, in a group setting, while using an electronic device yet, campuses are labeling that “speech services received” on student’s Individualized Education Program (IEP).

The districts have proved there is funding available for students to receive AAC devices, with my innovation plan I will not only make sure those who need the device get one but also the staff, community and family receives education and training on the devices as well. Similar to the No Child Left Behind Act, the Every Child has a Voice innovation will hold the schools, districts and states accountable for every student to be heard.

Literature Review

Implementation Outline

Why Statement

Neurodivergent Advocacy

Why – Neurodivergent individuals are egregiously underserved in both education and workforce settings, and it is imperative to improve this tragedy trough awareness and support.

How – To do this, we ensure that these individuals are properly equipped with necessary tools like Augmentative and Alternative Communication (AAC) devices in learning settings on a large scale to facilitate supported learning environments for neurodivergent individuals.

What – We raise awareness and provide support for neurodivergent individuals throughout their learning and social journeys.

Speak To the Heart

Neurodivergence is something that affects many individuals in a multitude of ways. As a parent of a neurodivergent child, I have witnessed these affects firsthand. Why the why statement? The why statement is an explanation of why an organization does whatever it does. It’s the declaration of what it believes in. Many times, people look up information or see things and build their perspective solely based that nucleus of information. The issue of neurodivergence is a far more complex and intimate subject than what can be illustrated through basic information. “There is a direct emotion to emotion connection that helps you learn and change your feelings about something” (Kotter, 2011). Through the Neurodivergent advocacy Support initiative, the goal is to help neurodivergent individuals find their voices, allowing them to take ownership of their stories and journeys to share with others.

Urgency

Most people that meet their goals always first, establish a healthy since of urgency around their objective. Establishing a since of urgency in most cases require a level of facts, developments, or proof that one can use to support precedent. The why statement serves as an outline to an issue or need and why a plan of action is needed. “Creating a prominent since of urgency is the foundation for which to build or establish your desired innovation” (Kotter, 2013).

References

Kotter, J. (2011, March 23). The Heart of Change. YouTube. https://www.youtube.com/watch?v=1NKti9MyAAw

Kotter, J. (2013, August 15). Leading Change: Establish a Sense of Urgency. YouTube. https://www.youtube.com/watch?v=2Yfrj2Y9IlI