Increase Independent Writing for AAC Users in Special Education

I am excited to introduce this week’s guest blogger, Tara Hansen from Beyond Limits Learning Solutions, to share about how we can promote independent writing for students that use AAC devices.

Unlocking the potential of independent writing for Augmentative and Alternative Communication (AAC) users is not only a journey towards literacy but a celebration of each student’s unique voice. As David Yoder states, “there is no student that is too anything to be able to read and write” (2000). In this exploration of independent writing for AAC users, the emphasis is on empowering ALL students, regardless of their physical or cognitive abilities, to express their thoughts and ideas. 

Read about Predictable Chart Writing

A Canvas for Unique Independent Writing Thoughts

At its essence, writing is the art of translating one’s unique thoughts onto paper. It can be perplexing to think about how to make that happen for some of our students with complex bodies and significant cognitive impairments. It may seem too simple, but with access to all 26 letters of the alphabet and literacy instruction, the possibilities are endless. Spelling liberates AAC users, allowing them to communicate beyond predefined boundaries of words/phrases programmed into their device.

If you haven’t had the opportunity to hear Jordyn Zimmerman, a nonspeaking autistic advocate, or watched her documentary, I highly recommended it! Her life and story serve as a compelling illustration of the profound impact a teacher’s belief in a student can have, highlighting the transformative influence of literacy instruction and access to the right tools. Writing is a crucial component of literacy instruction. Students should be given daily opportunities to write. Let’s figure out how to put this into practice. 

It is very important to note that the path to independent writing doesn’t demand prior knowledge of letters. Emergent writing, the first attempts at written communication, takes various forms—marks, lines, or scribbles on paper. For students with disabilities unable to hold conventional writing tools, their initial attempts may resemble a seemingly random string of letters. Yet, these attempts are significant milestones that herald the need for access to the full alphabet.

Alternative pencils, such as eye gaze frames and alphabet flip charts, serve as bridges to literacy for those unable to hold traditional writing utensils or navigate keyboards. The UNC Chapel Hill Center for Literacy and Disability Studies offers free resources, enabling educators to provide this essential access. 

I highly recommend collaborating with your SLP and OT as you explore different alternative pencils for each student. It may also be beneficial to explore the following resources with your special education team (teacher, SLP, OT, PT, etc.):

• Access to writing -Literacy Instruction for Students with Significant Disabilities 
• Independent writing with access to full alphabet -Literacy Instruction for Students with Significant Disabilities

Nurturing Independent Writing: A Step-by-Step Approach

• Choosing the best “pencil”: Recognize that different students may need different tools. Some may be successful with the keyboard on their AAC system or a QWERTY keyboard, while others find success with a printed alphabet chart, flip chart, or eye gaze frame. Find the alternative pencil that is the easiest for the student to use, results in recognizable print, and allows students to focus on the what and why of writing. Indpendent writing time is not the time to teach and work on letter formation- if necessary, that can be done another time. This is a time to discover what writing is and why we write. And don’t take too long on this step, try some things, find what is easiest for the student, and start writing! 

• Purpose Matters: Before writing, a meaniful purpose needs to be established. You can create a choice board with each student of highly preferred topics using photos, objects, or cut outs from magazines. Additionally, writing can be tied to curricular activities such as writing a card to a character from the book you just read, creating a journal entry, captioning a picture, etc. 
• Encourage Unhindered Expression: Resist the urge to correct. Instead, support students with prompts like, “What else could you write about your chosen topic?” or “Tell me more!” Focus on the interaction. Make it FUN! There is no time limit. No minimum letter requirement. Let them write! 
• Feedback: Praise the student for a job well done! Read what the student has written and discuss their writing with them. DO NOT ask them 20 questions about what they wrote. Choose 1 thing to focus on and provide specific feedback. Erickson and Hanser (2010) recommend:
  • You’ve written a lot of letters—let’s see if we can count them
  • Point to one of your letters-let’s see if it is in your name
  • You have a lot of “c’s in your writing. Let’s find all of them. (or other letters)
  • Pick a letter and let’s find something in the room that starts with that letter
  • Pick a letter and let’s write a letter book with it
  • Pick some letters & write a tongue twister
  • Pick 3 letters and see if they are in someone’s name
  • Find some letters that are up on the word wall
• *Students should be provided instruction on grammar, sentence structure, punctuation, etc., but this DOES NOT happen during or after independent writing. 

Celebrate Writing: If the student wrote a card, send it or hand deliver it to the person. Post the writing on the wall in the classroom or in the hallway. Make it into a book. Create a product.

The Suprising Impact on Staff

Emergent writing doesn’t just transform students; it reshapes educators’ perspectives about what students know and can do. It challenges the inclination to constantly instruct, test, and correct, fostering an environment where students explore the full alphabet without constraints. This approach cultivates a mindset that acknowledges there are no right or wrong answers in independent writing. Providing feedback after students have finished writing encourages growth without stifling their unique expression.

The journey towards independent writing for AAC users is a testament to the belief that every student has something valuable to share. By offering opportunities, tools, and unwavering support, educators can unlock the full potential of their students, fostering autonomy, self-determination, and a lifelong love for expressing themselves through writing.