What constitutes the primary focus when assessing a student for AAC at a school?

The primary focus when assessing a student for Augmentative and Alternative Communication (AAC) within a school setting is the student's communication needs. This is fundamental because the purpose of AAC is to support and improve an individual's ability to express themselves and to understand others.

When evaluating a student for AAC, it is essential to identify their specific communication challenges and requirements, including their ability to initiate communication, respond to others, and engage in social interactions. This involves understanding the contexts in which they communicate, the forms of communication they currently use (if any), and what difficulties they experience in those situations.

By focusing on the student's communication needs, practitioners can select appropriate AAC systems and strategies tailored to the individual's unique circumstances. This can include selecting devices, symbol systems, or methods of communication that align with their current abilities and support their growth towards more effective communication.

Other factors such as the student's social background, home life, and previous academic achievements can provide valuable context and insights, but they are secondary to the primary goal of addressing how the student communicates effectively in their environment. Understanding communication needs allows educators and speech-language pathologists to create effective and meaningful communication opportunities for the student.