Teaching with Augmentative and Alternative Communication

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Zisk, A. H. & Harvey, S. (2018). Teaching with Augmentative and Alternative Communication. In International Perspectives on Teaching with Disability (pp. 219-234). Routledge. https://doi.org/10.4324/9781315099941-15

Publication date: 21 Mar 2018 Added to AutiHub: 29 Aug 2026 Type: Book chapter Article language: English
Publisher source (DOI) OpenAlex source

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Authors

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  1. Alyssa Hillary Zisk *
  2. Samuel Harvey *

Abstract

Much of the literature on Augmentative and Alternative Communication (AAC) revolves around teaching communication skills or including students who use AAC in the classroom. There has been less focus on AAC use by teachers. Though there are, in fact, teachers who use AAC, disabled teachers face assumptions that speech is necessary to teach. In his text, Motor Speech Disorders, Duffy specifically mentions teaching as a career that could be ended by a motor speech disorder. In the introduction to Enhancing Diversity: Educators with Disabilities, C. E. Keller admits both that he had assumed a student of his with an acquired speech disorder could teach and that he did not know how to react when presented with the question of reading aloud to students. Sam Harvey has ongoing coursework on pedagogy with their teaching supervisor while teaching composition courses. Alyssa Hillary is officially considered a teaching assistant, both while teaching their own face-to-face classes and assisting in electrical engineering laboratories.

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  1. Anderson, R. J. (1998). Attitudes towards educators with disabilities. In R. J. Anderson, C. E. Keller, & J. M. Karp (Eds.), Enhancing diversity: Educators with disabilities (pp. 180–190). Washington, D. C.: Gallaudet UP.
    Type: Other
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