AAC Spotlight is a series of interviews. Reading about other people who are interested in AAC (augmentative-alternative communication) can help us connect with each other and share experiences and concerns. NWACS will occasionally interview people to help all of us learn more about each other and AAC.

by Kelly Kuehl, MA, SLP (speech-language pathologist); NWACS board member

reading time: 4 minutes

The views expressed in this post are those of the author and do not necessarily reflect the views and policies of NWACS. No endorsement by NWACS is implied regarding any device, manufacturer, resource, or strategy mentioned.

I recently had the most delightful conversation with Kelly Fonner, our presenter for the 2024 NWACS annual conference. Kelly is a remarkable educator and consultant. Her journey in the field of Augmentative and Alternative Communication (AAC) has spanned over four decades. Kelly's story is one of dedication, innovation, and a relentless commitment to improving the lives of people with complex communication needs. Our conversation touched on the milestones of her journey, the challenges and triumphs she’s witnessed, and the profound impact that AAC has on both users and educators.

Kelly's interest in AAC was sparked during her time as a paraprofessional at Easter Seals. She worked with children with physical disabilities, several of whom were non-speaking with complex needs. Her role at Easter Seals evolved. She transitioned from a paraprofessional to a one-on-one aide, then to a teacher, and eventually into a newly created position as an "Instructional Media Specialist." Kelly’s first hands-on experience with AAC was through a simple communication board used to support toileting. She initially believed this was the extent of what AAC could offer—helping students communicate their basic needs. One pivotal moment was when she accompanied a student to an AAC evaluation at a clinic led by Joan Bruno in Atlantic City, NJ. This experience was part of a broader grant program, which provided opportunities for school teams to be directly involved in the evaluation and implementation of AAC systems.

Reflecting on the impact of those early grant programs, Kelly shared that if such opportunities existed today, they would be a significant resource for those struggling to find the support and tools they need. These programs brought together professionals from various fields. They also provided a learning platform for understanding what different assessment centers were doing. The Easter Seals tech centers of the late 80s and early 90s, along with the Pennsylvania Assistive Device Center (now known as PATTAN), played a crucial role in training teams statewide and equipping students with AAC systems. Kelly also emphasized how these programs laid the foundation for her learning journey. Through training with experts including Bruce Baker, Gail Van Tatenhove, Caroline Musselwhite, and the PA state team, including Karen Kangas and Colleen Haney, she was introduced to the concept of organized vocabularies and learned to build more robust AAC systems from scratch.

When asked about the greatest challenges for AAC users, Kelly pointed to the difficulty of getting started and the need to be surrounded by supportive, non-doubting people. She highlighted the problematic mindset that some professionals still hold, where the burden is placed on the child to "prove themselves" before they are given the tools to communicate and engage with literacy.

Kelly's work has always been driven by the belief that every student, regardless of their ability to speak, deserves the opportunity to learn to read and write. She never assumed that students would be unable to achieve literacy. Her efforts in the Pennsylvania State Department included statewide projects and trainings focused on expanding assistive technology implementation and literacy programs to all students. These were heavily influenced by pioneers including David Yoder and David Koppenhaver and those who became the team of the UNC-Chapel Hill Center for Literacy and Disability Studies.

Kelly continues today as an independent trainer, consultant, and online teacher. She speaks annually at Closing The Gap and ATIA. She is on the Leadership Team of QIAT (Quality Indicators in Assistive Technology) and the Wisconsin AAC Network. She contracts to do training on AT/AAC implementation and products from companies including

and is a certified PODD instructor. She still writes IEP goals, collects data, and provides direct support for a few students on her caseload every year; not just training others, but being involved with also supporting the families of the students she serves.

As Kelly’s career transitioned to independent consulting, she connected with companies including Don Johnston, Kurzweil, Attainment, AbleNet, and N2Y, while continuing to support schools, teams, and individual students. After 43 years in the field, Kelly remains actively engaged with people with complex needs and maintains a strong focus on high literacy outcomes. She continues to provide hands-on support—not just training others, but being directly involved in the lives of the students she serves.

The Power of the Pause…

One of the most insightful moments in our conversation was when Kelly shared what she considers her "superpower"—the power of the pause. She explained how, early in her career, she learned the importance of pausing to give people the time and space to think, react, and communicate in whatever modality they use. This simple yet profound strategy has shaped her approach to AAC and her interactions with students. She readily admits that she should be better at pausing with her colleagues and other adults.

Passion and Persistence

Since 1983, Kelly Fonner has been deeply committed to changing people's beliefs about the capabilities of AAC users. She describes her passion for AAC as “ingrained in me.” She believes that people's interpretations are shaped by their experiences. To change their beliefs, their experiences need to change. For Kelly, this means

creating opportunities for people to see the potential of AAC users firsthand,
challenging preconceived notions, and
advocating for a more inclusive approach to literacy and communication.

Kelly Fonner’s story is one of a lifelong commitment to AAC and the people it serves. Her journey is a testament to the power of persistence, passion, and the belief that every person, regardless of their communication abilities, has the potential to learn, grow, and connect with the world around them. Kelly’s work reminds us that with the right tools, support, and mindset, every person has the potential to communicate, learn, and thrive.

Kelly Fonner will be presenting at this year’s NWACS Virtual Fall Conference on October 5, 2024. Register here!