Innovation Implementation Plan/Outline

The Future is Vocal: Innovation Implementation Outline

Technology in education can change the ways students communicate and how teachers, parents and students work together. Students with complex communication needs need access to tools to communicate with peers, adults, and strangers! Having a system in place for these students inside and outside of the classroom would make things easier and more connected. I want to implement using iPads with the app proloquo2go to help these students who need AAC (augmentative and alternative communication) devices.  I proposed we create increased AAC devices in the classroom to increase student engagement, advocacy, and learning. See 5305 Innovation Proposal Letter.docx

AAC devices can be implemented inside and outside of the classrooms and be used to facilitate communication, engagement and learning. With the implementation of these devices, a plan is needed to overcome obstacles and meet the needs of teachers, parents, therapists, and of course the students. Using iPads with an app that can be individualized to a student’s need but standardized across the district will increase engagement and communication.

This is an implementation to introduce and continue usage of AAC devices over the next three years.  We want students to continue learning outside of the classroom and increase skill usage at home, with parent, teacher, and therapist involvement. Data shows that communication will not only increase but student learning as well. As educators our goal is to educate students to be successful in the classroom. Implementing these devices will help students inside the classroom and with the post-secondary transition. See 5305 Lit Review The Future is Vocal.docx

Year 1: Foundation and Pilot

Objective: Build the foundation, access how many devices needed for student needs, and run it in a couple of environments.

Planning and Development:

• Stakeholder Engagement

  • Invite teachers, parents, students, therapists, IT staff, paraprofessionals, and district leaders to discuss purpose, goals, and logistics of the AAC ipad integration.

• Needs Assessment

  • Identify students with significant communication needs that would benefit from AAC. 

• Budgeting

  • Select and purchase iPads and AAC app proloquo2go

Training

• Professional Development

  • Offer AAC training led by AAC specialist, including basics, app walkthroughs and integration into instruction

  • Host workshops for families receiving devices

Pilot Program

• Pilot Program in 2-3 Classrooms

  • Implement iPad with proloquo2go in special education and inclusion classroom

  • Weekly in class coaching with speech language pathologist to include in classroom. 

  • Collect feedback from all stakeholders

Reflection and Adjustment

• Review pilot data (usage, engagement, communication improvements)

• Modify training, support, or devices

• Identify leaders for peer mentoring in year 2. 

Year 2: Expansion & Development

Objective: Gradual district-wide adoption and enhancement of AAC

• Phased Rollout

  • Based on year 1 success, extend AAC usage across all settings to students with needs

• Collaboration

  • Have monthly hands-on workshops with all stakeholders showing a variety of ways devices can be used, inside and outside of the classroom

  • Leaders identified in year 1 mentor new teachers 

• Communication 

  • Offer parents workshops to get them used to the platform.

  • Develop an awareness campaign of School Sphere benefits for students, parents, and staff.

• Assessment

  • Gather data (IEP goals, teacher/ parent surveys about device, participation and usage logs/data)

  • Adjust and address gaps and support stakeholders based on feedback and data.

Year 3: Full Integration

Objective: Streamline the devices, prepare for the future

• School Wide Integration

  • Ensure all classrooms with students with communication needs have AAC devices

  • Train all staff on AAC devices, including cafeteria staff, janitorial staff, bus drivers, etc. 

• Lesson Design

  • Support teacher with embedding AAC into lessons and student led learning, (Lohmann et al., 2019)

  • Continued Professional Development for AAC use 

• Celebrate

  • Host a district wide event for families highlighting student progress and teacher innovation

• Survey stakeholders for continued data (IEP goals, teacher/ parent surveys about device, participation and usage logs/data, etc.)

• Continuous Improvement

  • Plan for continued improvement and growth

  • Stay current with new education tech regulations

  • Regular planning and professional development among teachers, parents, therapists, and admins

References

Center on Inclusive Teaching and Learning. (n.d.). A guide to supporting peer interaction for students who use AAC. University of Minnesota, TIES Center. Retrieved June 2025, from https://publications.ici.umn.edu/ties/peer-engagement/practice-guides/peer-interaction-aac

Crowe, B., Machalicek, W., Wei, Q., McNaughton, D., Sigafoos, J., & Lancioni, G. (2022). Augmentative and alternative communication for children with intellectual and developmental disability: A mega-review of the literature. Journal of Developmental and Physical Disabilities, 34(1), 1–42. https://doi.org/10.1007/s10882-021-09790-0

Leader, G., Clubb, P. A., Wehmeyer, M. L., & Z, et al. (2012). Peer-mediated AAC instruction for young children with autism and other developmental disabilities. Augmentative and Alternative Communication, 28(4), 264–274. https://doi.org/10.1044/aac28.4.264

Lohmann, M. J., Hovey, K. A., Gauvreau, A. N., & Higgins, J. P. (2019). Using assistive technology tools to support learning in the inclusive preschool classroom. Journal of Special Education Apprenticeship, 8(2), 1–16. https://eric.ed.gov/?id=EJ1231819

Love, M. L., McCollum, M. C., & Quach, W. (2025). Facilitating interprofessional collaboration to support AAC users: A feasibility and impact study. Journal of Special Education Apprenticeship, 14(1), Article 4. https://eric.ed.gov/?id=EJ1468659

McCarty, T. V. (2022). Supporting peer interactions for students with complex communication needs. Perspectives of the ASHA Special Interest Groups. Advance online publication. https://doi.org/10.1044/xxxx (PMCID: PMC9201695)

Ngcobo, B. C., & Bornman, J. (2024). Augmentative and alternative communication training: The effect on perceptions of special school teachers. South African Journal of Education, 44(3), Article 2467, 1–14. https://doi.org/10.15700/saje.v44n3a2467

Sibanda, S., & Mhlanga, B. (2024). Knowledge and readiness of teachers in implementing augmentative and alternative communication. Discover Education, 3, Article 118. https://doi.org/10.1007/s44217-024-00201-y

Taylor, S., & Balandin, S. (2020). The ethics of inclusion in AAC research of participants with complex communication needs. Scandinavian Journal of Disability Research, 22(1), 108–115. https://doi.org/10.16993/sjdr.637