AAC in Adolescence

What does supporting communication development look like at this age?

They are almost adults!

This realization often comes with a sense of panic. Because there is a limited amount of time left before they leave the school system. And fall off the “disability cliff” into adulthood.

Once a student graduates from high school or ages out of special education, there is a dramatic change in available services and supports. They are no longer eligible for special education and related services through the school system. They have to switch from their pediatrician to a doctor who sees adults. Other programs and services that are available to children are no longer options.

Adolescents. Students in high school and transition programs (around age 14 up to 21 or 22). In early childhood, the focus was on learning language and learning how to communicate. By Middle School and High School, the focus shifts to using language to learn. For students with intellectual and developmental disabilities, the focus in high school quickly shifts further to a focus on preparing them for life after they graduate or “age out” of the school system. 

What does supporting communication development look like for this age group? It looks like planning ahead. What future does the adolescent envision for themselves? And it looks like starting to build bridges to help them get from here to there. How do we help them achieve that future?

Transition Planning

Transition planning should be happening regularly from early childhood. But it becomes extremely important now. In Washington State, transition services must be included in the IEP once a student is 16 years old (if not sooner). The student and their family should be actively involved in developing the transition plan. The transition plan is a road map for the team. It lays out how they will help guide an adolescent to the end of their K-12 school journey and into adulthood. 

Adulthood. In Washington State, this is either when the student graduates with a high school diploma or turns 21, whichever comes first. Note: if the student turns 21 after August 31st, they remain eligible for the rest of that school year.

This is the time to start researching and making connections to develop a support system (and social network!) once they no longer have access to school-provided resources.

What resources and programs will be available to them? What community resources and social opportunities will be options? Are they interested in further education? Work? What interests do they want to pursue? How will they fill their time? How will they have the quality of life they want?

OWN AAC

They will still need their communication system after leaving the K-12 school system! If they have been using a school-provided AAC device or tools, now is the time to work toward getting them an AAC system that they own. And non-school-based team members need to know how to support and maintain that system. 

In general, funding sources will allow benefits to be used to replace an AAC device every five years or so. If they own their AAC system, is it projected to

• meet their needs,
• and be in good working order 

for the next couple of years after they leave high school (transition program)? What is the plan for when the communication system needs replacement or repair?

Does the adolescent have at least one back-up of their communication system? Every AAC user should have back-up communication systems for when their primary system is not available or not working. 

Continue Working on Communication Skills

The reality is, many, if not most, agencies and organizations that provide job help to disabled adults look for the disabled person to have strong independent communication skills. Even many adult day programs need the people attending their program to be able to communicate without caregiver help. So it is important to continue developing communicative competence. 

Read more about communicative competence.

Language for Adulting

Having access to words to talk about all the things their peers are able to talk about should start earlier. As an adolescent approaches adulthood, this is a key time to audit the words they have access to. Do they have understanding and access to words to talk about concepts such as: 

Read more about having access to all the words they need and want in The Right to Dignity and Respect in All Interactions (Right #1)

Self-Advocacy and Self-Determination

When a child is young, it is easy to focus on them learning language and how to communicate. Then we hope they can use those communication skills to show what they know/understand and to participate in school activities and tasks. In adolescence they are becoming more autonomous. They should be learning to advocate for themselves and to make decisions about their life.

As they approach adulthood, goals are:

• fully engaging and participating in their community,
• making decisions, and
• directing their life.

Read more about self-advocacy and self-determination:

• Self-Advocacy Skills
• AAC and Self-Advocacy 
• Psychosocial Competence 
• Emotional Competence

Communication Rights

It is important for adolescents to know their communication rights! And to feel empowered to advocate for their rights to be honored. 

Read more about the Communication Bill of Rights

Goals for adolescent AAC users include the ability and confidence to fully engage, participate and communicate in all environments and with all people they encounter. And having the strategic skills to choose when and how to do so.