About the case study
This case study considers the introduction of a universal approach to power-based Augmentative and Alternative Communication (AAC) within a specialist educational setting. CENMAC is based at Charlton Park Academy in South East London, where we frequently pilot cutting edge digital resources and new ways of working.
Aim of the pilot project
The aim of this pilot project was to find ways to inspire and inform teaching staff, school leaders, and other professionals working directly with students. It sought to challenge preconceived ideas about the use of power-based AAC, promoting it as a valuable tool for all learners, and ultimately to improve outcomes for students who use AAC.
Communication apps for all students and staff
Positive outcomes highlighted in the initial research led to every student and teacher being provided with access to an AAC device, preloaded with the Proloquo Teacher communication app – one of several communication apps used within the Academy. Our process included consultants who use AAC as role models for both students and professionals.
Initial findings suggest significant benefits for the majority of students, particularly in relation to communication and literacy skills. In addition, staff engagement in this area increased, with greater enthusiasm for AAC and its potential as a tool in the classroom and beyond.
Implementation was based on collective learning, raising the profile of AAC within the Academy’s broader Total Communication approach.
Inclusive classroom teaching
As part of inclusive classroom teaching, staff were observed engaging in joyful interactions as students expressed identities and personalities in new ways. We believe this initiative is having a positive impact on practices within, and the culture of, the Academy, particularly as evidence surfaces in relation to emergent communicators previously not considered eligible for power-based AAC.
> Watch Proloquo Classroom Pilot Programme Part 1
In this video CENMAC’s AAC Mentor Abdi Omar and Specialist Teaching Assistant Claire talk about the Proloquo app pilot programme and how it is having a positive impact on their students’ communication. We also hear from Charlton Park Academy Class Teacher Emma and what has surprised her about using the app.
> Watch Proloquo Classroom Pilot Programme Part 2
In this video Charlton Park Academy class teachers Adam and Amber talk about how they use the Proloquo app with their students. They also share how the Proloquo Classroom app saves them time as it reduces the need to make and print paper resources. Curriculum Lead Laura also talks about the impact of the Proloquo app on student progress.
Consistent modelling of AAC
The consistent modelling of AAC over significant periods of time has seen some students with more complex needs communicate for the first time using words on their AAC devices. The case study promoted the use of CORE vocabulary and led us to reconsider the management of learner variability through access to extensive vocabulary sets. For students developing language and literacy skills, school data shows a marked improvement in speaking and listening skills and contributed to literacy progress across the Academy.
Presume competence
This research is informing decision making across all levels of the Academy, as well as CENMAC’s work across London, as we continue to pose questions about the appropriateness of limiting AAC provision to students who meet assumption-based eligibility criteria.
In sharing this case study we hope to encourage more accessible and equitable environments, and to reframe thinking in relation to barriers and perceived cost benefits of limiting some students’ access to technology in education.
Hear from the teaching team
Watch our videos to hear what the teachers at Charlton Park Academy have to say about their use of a universal approach to power-based AAC and the impact.