Edc Essential Components Educational Programming Students With Complex Communication

Essential Components of
Educational Programming
For Students
with Complex
Communication Needs
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do not apply to any third-party materials included in this publication.
This publication is available online online at https://open.alberta.ca/publications/essential-components-educational-

programming-students-with-complex-communication-needs
Essential Components of Educational Programming for Students with Complex Communication Needs | Education
© 2022 Government of Alberta | May 2022 | ISBN 978-1-4601-5105-1

Table Of Contents
Introduction...................................................................................................................................... 4
Legislation and Policy...................................................................................................................... 6
The Students and Their Unique Educational Abilities and Needs................................................ 7
Essential Components..................................................................................................................... 8
Meaningful Family Involvement..................................................................................................... 9
The Learning Team...................................................................................................................... 10
Ongoing Assessment.................................................................................................................. 11
Learning Environment................................................................................................................. 12
Educational Programming and Services..................................................................................... 14
Assistive Technology................................................................................................................... 15
Social-Emotional Learning.......................................................................................................... 16
Planning for Success.................................................................................................................. 17
Transition Planning...................................................................................................................... 18
Glossary......................................................................................................................................... 19
Appendix I...................................................................................................................................... 23
Communication Bill of Rights ..................................................................................................... 23
Appendix II..................................................................................................................................... 24
Literacy Bill of Rights.................................................................................................................. 24
References..................................................................................................................................... 25
Resources...................................................................................................................................... 28
Introduction Essential Components of Educational Programming
for Students with Complex Communication Needs
is one in a series of resources intended to facilitate
programming for children and students in early
childhood services (ECS) to Grade 12 who are from
low incidence populations. Other documents in the
series include Essential Components of Educational
Programming for Students Who Are Deaf or Hard of
Hearing and Essential Components of Educational
Programming for Students who are Blind or Visually
Impaired.
4 Essential Components of Educational Programming | For Students with Complex Communication Needs
This resource is intended
for system leaders, school
leaders and classroom
Purpose
teachers to:
provide a framework that can

be used to develop effective
educational programs for
of this
students with complex
communication needs (CCN);
identify the essential

components of appropriate
programming that should be
Document
given consideration when
planning and delivering an
education program for a student
with CCN;
provide indicators of effective

practices; and
develop a shared language

related to supporting students
with CCN.
Essential Components of Educational Programming | For Students with Complex Communication Needs
5
Legislation and Policy
Education Act: sets specific obligations for school boards (public, separate and francophone
regional authorities) and charter schools as they relate to students who may be in need of
specialized supports and services [Section 11(4)]; requires school boards to provide a
continuum of supports and services consistent with the principles of inclusive education
[Section 33(1)(e)] and a welcoming, caring, respectful and safe learning environment that
respects diversity and fosters a sense of belonging [Section 33(1)(d)].
Ministerial Order on Student Learning: Outlines the vision for student learning, including that
students will gain the knowledge and skills to form the foundations for successful and fulfilling
lives, make meaningful contributions to their communities and the world.
Professional Practice Standards: Describes the competencies expected of teachers, leaders

and superintendents, including requiring them to establish, promote and sustain inclusive learning
environments where diversity is embraced and every student is welcomed, cared for, respected
and safe.
The Funding Manual for School Authorities – Assurance Framework: identifies required
provincial measures and reporting requirements. A required local component within the Learning
Supports Domain is that programs, services, strategies and local measures/data are used to
demonstrate that all students have access to a continuum of supports and services, including
specialized supports and services, consistent with the principles of inclusive education.
Guiding Principles
• Teachers use the provincial programs of study as the foundation of instruction for all learners,
and this is reflected in all instructional and educational planning.
• Programming is an active process that is based on the student’s assessed strengths and areas
of growth and is continuously monitored and adjusted.
• Students with CCN are a diverse group. Students whose primary concern is physical may
have differing needs than students who require augmentative and alternative communication
(AAC) due to other developmental delays and/or disabilities.
• Language is fundamental for learning. For students with CCN, the primary focus and challenge
is active and meaningful participation in language learning and language arts. As many
students with CCN have multiple challenges, individual progress in the programs of studies
may be at a pace different from students without disabilities.
• Staff and students have access to materials, instruction and services provided by a speech
language pathologist, and/or a teacher with specific AAC training and experience. Access to
program materials is planned for in advance of the school year with family and specialists.
• Meaningful parent and family involvement is intrinsic to programming for students with CCN.
• Educators and families provide opportunities that support the development of communication
and language as early as possible, in order to maximize development for a student with CCN.
• The essential components of educational programming overlap; they are concepts that work
together to provide the greatest degree of success in student learning.
The Students and Their Unique

Educational Abilities and Needs
Students with CCN are a diverse group. This means their communication challenges may be a result
of developmental disabilities such as autism spectrum disorder, genetic neurological disorders such
as Rett syndrome or Angelman syndrome, and/or movement disorders
such as cerebral palsy1. In some cases, students may have acquired
speech impairments as the result of illness or traumatic brain injury2.
Some students with CCN have intellectual disabilities and some may
also have a hearing or vision impairment. Many of these students face Student, as used in this
multiple challenges. resource, refers to all children
in ECS and in Grades 1 to 12.
Students with CCN are unable to communicate effectively through
speech alone. They and their communication partners may benefit
from using AAC methods, either temporarily or permanently. While
students with CCN may also have hearing limitations, this is not the
primary cause of their severe communication impairment3. Not only
do students who have CCN need a means to support face-to-face communication with the people in
their environments (e.g., classroom teachers, peers, educational assistants, family members), but also
typically need support with written communication, telecommunications and social media tools that
are vital to stay connected in today’s society.
AAC supports and services are developed to meet the communication needs of students with CCN.
AAC systems, like the students who require them, are very diverse and may include sign systems,
sign language, non-electronic systems such as letter or communication boards or books, dedicated
electronic devices and/or mainstream tablets with communication apps4.
Many students with CCN have co-occurring cognitive, physical motor and sensory impairments that
impact their ability to learn.
Not only are new disabling conditions emerging that present pedagogical challenges previously
unknown to classroom teachers, but more children are being diagnosed with co-existing conditions
which overlap, compound and interlock, presenting profiles of learning previously not previously seen5.
1
Cafiero, J. (2001) The effect of an augmentative communication intervention on the communication, behavior, and
academic program of an adolescent with autism. Focus on Autism and Other Developmental Disabilities, 16, 179-193.
https://doi.org/10.1177/108835760101600306.; Light, J., & Drager, K. (2007). AAC technologies for young children
with complex communication needs: State of the science and future research directions. Augmentative and Alternative
Communication, 23(3), 204-216, https://doi.org/10.1080/07434610701553635.
2
Light, J., Beesley, M., & Collier, B. (1988). Transition Through Multiple Augmentative and Alternative Communication
Systems: A Three-Year Case Study of a Head Injured Adolescent. Augmentative and Alternative Communication, 4, 2-14.
https://doi.org/10.1080/07434618812331274557.
3
Perry, A., Reilly, S., Cotton, S., Bloomberg, K., & Johnson, H. (2004). A demographic survey of people who have a
disability and complex communication needs in Victoria, Australia. Asia Pacific Journal of Speech, Language and
Hearing, 9, 259-271. https://doi.org/10.1179/136132804805575804.
4
Iacono, T., & Lyon, K., & West, D. (2011). Non-electronic communication aids for people with complex communication
needs. International journal of speech language pathology, 13, 399-410. https://doi.org/10.3109/17549507.2011.482162.
5
Carpenter, B. Egerton, J., Cockbill, B., Bloom, T., Fotheringham, J., Rawson, H., & Thistlethwaite, J. (2015). Engaging
Learners with Complex Learning Difficulties and Disabilities: A Resource Book for Teachers and Teaching Assistants. New
York: Routledge.
7
Meaningful Family and Student Involvement Social Emotional Development
Meaningful
Teams and Teaming
Family
Planning for Success
Involvement
The Learning
TransitionFamily
Planning
Learning Environment Team Family
Meaningful
Meaningful andStudent
and StudentInvolve
Involv
Essential
Educational Programming and Services
Ongoing
Assessment
Teams
Teams and Assessment
Ongoing Teaming
Teaming
Components
Assistive Technology
Learning
Environment
Learning
Learning Environment
Environment
Educational
Programming
and Services
Educational Programming and Service
Educational Programming and Servic
Assistive
Technology
Social-Emotional
Meaningful
Meaningful Family
Family
Meaningful and Student
and Student
Family and Involvement
Involvement
Student Involvement Learning
Social
Social Emotional
Emotional Development
Emotional Development
Development
Planning for
Teams
TeamsTeams
and andand Teaming
Teaming
Teaming Success
Planning
for Success
Success
Transition
Learning
Environment
Planning
Transition
Transition Planning
Planning
Learning Environment Transition Planning
Educational Programming and Services Ongoing Assessment

8 Educational Programming
Essential Components and Services
of Educational Ongoing Assessment
Programming | For Students with Complex Communication Needs
Educational Programming and Services Ongoing Assessment
Meaningful Family Involvement
A quality education is facilitated by a collaborative and equal partnership between all members of
the learning team, which includes parents and students. This relationship prioritizes mutual respect
and assures that all members have a shared focus on student success.
Families are critical partners in supporting and educating students with CCN. Parents are accurate
and thorough observers of their children and the ways their children communicate. For this reason,
AAC intervention should reflect a philosophy of family-centered services, where family members are
regarded as valued members of the learning team with important contributions to make.6
Sample Indicators of • Learning team members engage in frequent communication

Effective Programming: and collaboration.
• Parents have a full understanding of the role of each of the

other learning team members.
• Parents and students are at the forefront of the planning

process and are continuously involved.
• The learning goals/focuses identified by parents and students

are incorporated into the instructional support plan (ISP).
• Parents receive information about opportunities for training

that help facilitate their child’s use of disability-specific skills at
home and in the community.
• Parents are encouraged to share information with the school

regarding previous and existing services provided to the
student outside the school setting.
• Parents are meaningfully engaged in AAC decision making

throughout their child’s school career.
• Parent are provided information regarding the development of

communication and language through the use of AAC.
• The cultural and linguistic background of the family is

considered and respected when providing AAC supports.
6
Cress, C. (2004). Augmentative and Alternative Communication and language: Understanding and Responding
to Parents’ Perspectives. Topics in Language Disorders, 24(1), 51-61. https:// doi.org//10.1097/00011363-
200401000-00006.; Angelo, D., Jones, S., & Kokoska, S. (1995). Family Perspective on Augmentative and Alternative
Communication: Families of Young Children. Augmentative and Alternative Communication, 11, 193-202. https://doi.org/
10.1080/07434619512331277319.
9
The Learning Team
Students with CCN benefit when members of the school community work together as a learning
team to plan, implement, monitor and evaluate instructional strategies, supports and services.
The success of a learning team depends on the expertise of the individual members and on a
mutual respect for the skills and knowledge of other members. Collaborative teams that support
transdisciplinary approaches and integrated therapy models have been shown to be effective7.
Sample Indicators of • There is a core collaborative learning team consisting

Effective Programming: of the classroom teacher(s), parents, student, speech-
language pathologists and other professionals, as
needed, involved with assessment and/or programming
for the student.
• Additional members are added to the learning team

as needed. These may include educational assistants
and professionals such as an occupational therapist,
physiotherapist, registered psychologist, behaviour
specialist, nurse, social worker, etc.
• Learning team members begin with presuming potential

in the ability of students with CCN to think, learn and
understand and have high learning expectations.
• Frameworks such as the SETT (student, environment,

task, tools) Framework8 are used to systematically and
regularly gather information from all team members,
including parents, and to guide the development of
supports and services.
• ISP learning goals/focuses are developed collaboratively

by the learning team.
• Team members meet regularly to discuss AAC

implementation strategies and review student progress.
7
Cloninger, C.J. (2017). Designing Collaborative Educational Services. In Orelove, F. P., Sobsey, D., & Gilles, D. L. (Eds.).
Educating Students with Severe and Multiple Disabilities: A collaborative approach (5th ed., pp. 1-26). Baltimore, MA:
Paul H. Brookes.
8
Zabala, J. (February/March 2005). Ready, SETT, go! Getting started with the SETT framework. Closing The Gap, 23(6).
Closing the Gap, Inc.
10 Supporting Positive Behaviour through a Continuum of Supports and Services

Ongoing Assessment
Transition Planning
Ongoing monitoring of student progress in the areas of communication skills and abilities,
understanding and use of language and development of literacy skills is a critical component of
understanding the effectiveness of AAC supports and strategies.
Sample Indicators of • Tools such as the Communication Matrix9 and/or Pragmatics

Effective Programming: Profile10 are periodically used to gather information on
students’ communication skills and abilities.
• Ongoing monitoring of student growth in communication,

language and literacy is done using informal and formal
assessment methods. Dynamic assessments, which include
opportunities for active teaching as well as information
gathering, are preferred over formal performance based
assessment.
• The learning team uses tools to identify functional changes of

AAC intervention for the child and their family (e.g., the Family
Impact of Assistive Technology Scale for AAC Systems11).
•
Ongoing Assessment
Assessments of language and literacy skills are gathered on
an ongoing basis based on classroom information (growth in
the English/French Language Arts Programs of Study) and
specialized language and literacy assessments are gathered
on a regular basis.
• Assessment results and their educational implications are

shared and discussed collaboratively with the learning team.
• There is evidence that the student’s ISP is updated based on

ongoing assessment and progress monitoring.
9
Communication Matrix (2021). Welcome to the Communication Matrix. https://communicationmatrix.org/.
10
Dewart, H., & Summers, S. (1995). The Pragmatics Profile of Everyday Communication Skills in Children Manual.
http://complexneeds.org.uk/modules/Module-2.4-Assessment-monitoring-and-evaluation/All/downloads/m08p080c/
the_pragmatics_profile.pdf.
11
Delarosa, E., Horner, S., Eisenberg, C., Ball, L., Renzoni, A. M., & Ryan, S. E. (2012). Family impact of assistive
technology scale: Development of a measurement scale for parents of children with complex communication needs.
Augmentative and Alternative Communication, 28(3), 171-180. https://doi.org/10.3109/07434618.2012.704525.
11
“Children with limited speech can communicate for a variety of purposes – provided they are given
the means and opportunity”12.
For students with CCN, equitable opportunities for learning means the provision of a
communicatively accessible environment. The foundation of such an environment is one where
every individual is presumed capable of learning and growing13.The Communication Bill of Rights14
(see Appendix I) is a guidance document developed by the National Joint Committee for the
Communication Needs of Persons With Severe Disabilities15.
A communicatively accessible environment recognizes the student’s need for aided

communication and provides appropriate language supports (e.g., symbols, communication
boards, devices, etc.)16. It also means that communication partners engage meaningfully with
students by guiding and supporting the use of AAC productively and creatively for different
purposes, and providing conscious, deliberate scaffolding and intervention.
Careful consideration should be given to overreliance on adults, such as paraprofessionals or

specialists17. There are significant advantages to relying on more natural avenues of support, such
as classmates and peers18, when supporting students with disabilities, including those with CCN
who use AAC.
12
von Tetzchner, S. (2017, February 16). Making the Environment Communicatively Accessible. Alberta Regional
Professional Development Consortium. https://arpdcresources.ca/consortia/complex-communication-needs-
ccn/?index=8.
13
Biklen, D, & Burke, J. (2006). Presuming Competence. Equity & Excellence in Education, 39, 166-175. https://doi.
org/10.1080/10665680500540376.
14
Brady, N., Bruce, S., Goldman, A., Erickson, K., Mineo, B., Ogletree, B., Paul, D., Romski, M., Sevcik, R., Siegel, E.,
Schoonover, J., Snell, M., Sylvester, L., & Wilkinson, K. (2016). Communication Services and Supports for Individuals
With Severe Disabilities: Guidance for Assessment and Intervention. American journal on intellectual and developmental
disabilities, 121(2), 121-138. https://doi.org/10.1352/1944-7558-121.2.121.
15
American Speech-Language-Hearing Association (n.d.). National Joint Committee for the Communication Needs of
Persons With Severe Disabilities (NJC). https://www.asha.org/njc/.
16
von Tetzchner S., & Stadsleiv (2016). Constructing a language in alternative forms. In Smith, M. M., & Murray, J. (Eds.).
The silent partner? Language, interaction and Aided Communication (pp. 17-34). JR Press. https://eclass.srv.ualberta.ca/
pluginfile.php/6663828/mod_tab/content/163572/chapter.pdf.
17
Carter, E. W., & Draper, J. (2010). Making School Matter: Supporting Meaningful Secondary Experiences for
Adolescents Who Use AAC. In McNaughton, D., & Beukelman, D. (Eds.). Transition strategies for adolescents and young
adults who use AAC (pp. 17-34). Baltimore, MD: Paul H. Brookes.
18
Biggs, E.E, Carter, E.W., & Gustafson, J.R. (2017). Efficacy of Peer Support Arrangements to Increase Peer
Interaction and AAC Use. American Journal on Intellectual and Developmental Disabilities, 122(1), 25-48. https://
doi.org/10.1352/1944-7558-122.1.25.; Carter, E. W., O’Rourke, L., Sisco, L. G., & Pelsue, D. (2009). Knowledge,
responsibilities, and training needs of paraprofessionals in elementary and secondary schools. Remedial and Special
Education, 30(6), 344 349. https://doi.org/10.1177/0741932508324399.; Chopra, R. V., & Giangreco, M. F. (2019).
Effective utilization of teacher assistants in inclusive classrooms. In Schuelka, M. J., Johnstone, C., Thomas, G., &
Artiles, A. (Eds.). The SAGE Handbook of inclusion and diversity in education (pp. 193-207). SAGE.
Teams and Teaming
Sample Indicators of • Learning team members understand the communication
Effective Programming: rights summarized in the Communication Bill of Rights and
incorporate them in their practice.
• The student has access to AAC supports in all learning

environments.
• Communication partners model the use of AAC in all

activities.
• Student’s communication partners actively interpret

situations, events, objects or conversations, in light of their
previous knowledge and experience.
• Communication partners honour and respond meaningfully
to the student’s informal and unique behaviours (e.g.,
vocalizations, facial expressions, etc.).
• The student has meaningful opportunities to engage

and participate in the full range of school activities (e.g.,
classroom learning and lessons, clubs, sports events,
extracurricular activities, etc.).
• Classmates and peers are actively encouraged to learn the

communication modes and methods of students with CCN
and are supported in using these modes and methods with
them.
• Classmates and peers engage in activities that support

the student in learning and practicing AAC skills (e.g.,
Communication Circles19).
Educational Programming and
Musslewhite, C. (2008). COMMUNICATION CIRCLES: With a Little Help from My Friends!. AAC INTERVENTION. www.
19
aacintervention.com.
13
Educational Programming and Services
The ability to use language effectively enhances student opportunities to experience personal
satisfaction and to become responsible, contributing citizens and life long learners20. Effective
and meaningful participation in educational contexts for students with CCN requires quality
programming focused on communication, language and literacy. Students are routinely required
to participate in speaking, listening, reading, writing and social interactions. Providing ongoing
opportunities to meaningfully engage in these activities is critical for the success of students with
CCN.
Comprehensive literacy instruction is a strong universal practice and is foundational in

programming for students with CCN. Programming that supports the development of conventional
literacy skills enables educators and families alike to support and enhance the student’s ongoing
success. One example of this is the development of spelling skills to ensure that frequent
approximations of intended messages that lead to misunderstandings and miscommunications,
and communication breakdowns, are minimized.
Sample Indicators of • The student’s language development is supported by regular

Effective Programming: and systematic engagement in language-rich activities.
• The learning team is knowledgeable in supporting the

student’s development of communication, language and
literacy skills. Instruction targets not only the student’s use of
AAC but also that of their communication partners.
• Students have access to and opportunities to learn and use

robust AAC systems including core, fringe and personalized
vocabulary.
• Students with CCN are engaged in daily comprehensive

literacy instruction appropriate to their current stage of
literacy development.
• The learning team is aware of, and respects, the principles in

the Literacy Bill of Rights21 (See Appendix II).
• Ongoing monitoring of the student’s growth in language and

literacy is used to support programming.
20
Alberta Learning. (2000). English Language Arts (Kindergarten to Grade 9). https://education.alberta.ca/english-
language-arts-k-6/program-of-studies/?searchMode=3/.
21
Yoder, D.E., Erickson, K.A., & Koppenhaver, D.A. (1997). A literacy bill of rights. Chapel Hill, Center for Literacy and
Disability Studies. In Yoder, D. E. (2009). Having my Say. Augmentative and Alternative Communication, 17(1), 7. https://
doi.org/10.1080/aac.17.1.2.10.
Assistive technology is specialized technology that people with disabilities employ to overcome
barriers in everyday communication, learning, working and/or recreation. Assistive technology can
be as simple as a pencil grip or as complex as a speech-generating device. For some students,
assistive technology may be non-electronic, including communication books and/or alternative
pencils that require partner support in their use. The goal of assistive technology is to provide
Educational Programming and Serv

autonomy in student voice, engagement and participation.
Sample Indicators of • Student’s assistive technology is made available for use in

Effective Programming: school, with appropriate levels of support for students to
use the technology in everyday activities.
• Students receive the appropriate assistive technology

to support their communication, language and literacy
development, and ensure the maximum level of access to
literacy and other curricular activities.
• Professional development in the use of assistive technology

tools and strategies is provided to members of the learning
team to support students in developing effective use of
•
their technologies.
Students receive appropriate assistive technologies

(e.g., switches, eye gaze systems, adapted mice, etc.),
both electronic and non-electronic, to ensure access to
educational technologies (e.g., tablets, computers, etc.)
used in learning contexts.
• Students use assistive technology to move them toward

autonomy and self-determination.
10
Millett, P. (2014, January 9). Online Learning Success for Students with Hearing Loss. Canadian Audiologist | The Official
Publication of the Canadian Academy of Audiology. https://canadianaudiologist.ca/issue/volume-7-issue-3-2020/column/
in-the-classrooms/.
15
Social-Emotional Learning
Social-emotional learning is the process of developing students’ knowledge, attitudes and skills to
manage emotions, build healthy relationships, set goals and make decisions22. Social-emotional
learning skills are the foundation that many other skills are built on and play an important role in a
student’s success in school, community and, ultimately, workplace.
Supporting the development of good communication skills is an important factor that can develop
social emotional skills and protect the mental health of students with CCN23. To express feelings
and talk about emotions with others, students with CCN need access to a range of ways to
communicate with communication partners who are willing to acknowledge and support their
growth in this area24.
While safety and security for all students is of paramount concern, students with disabilities are
more likely to experience abuse. Ensuring students with CCN can report instances of abuse and/or
maltreatment is essential to supporting their social-emotional development. Respecting a student’s
ability to deny consent is as important as respecting their ability to consent.
Sample Indicators of • Students who have CCN are provided with and taught
Effective Programming: vocabulary that helps them understand their own emotions
and the emotions of others.
• Students have meaningful opportunities to express their

feelings and emotional states.
• Students have meaningful opportunities to engage with

peers as respected participants in social and educational
activities.
• Students have meaningful access to mental health

professionals who understand how to communicate using
AAC and how to support the student’s autonomous voice.
Social Emotional Development
22
Alberta Education (2017). Working Together to Support Mental Health in Alberta Schools. https://education.alberta.ca/

media/3576206/working_together_to_support_mental_health.pdf.
23
Howery, K. (2019, May 8). Mental Health and Students with Complex Communication Needs: Let’s talk about it!
[Webinar]. ISAAC, USSAAC Webinar Series. https://isaac-online.org/english/members-only/isaac-webinars/.
24
Blackstone, S., & Wilkins, D. (2009). Exploring the Importance of Emotional Competence in Children With Complex
Communication Needs. Perspectives on Augmentative and Alternative Communication, 18, 78-87. https://doi.
org/10.1044/aac18.3.78.
An ISP is a working document that is collaboratively developed by the learning team to inform
planning and to facilitate sharing of information. The ISP outlines the instructional approaches,
Social Emotional Developme

strategies and supports that will be provided to address the student’s unique learning needs. It
includes essential information for planning, implementing, monitoring and evaluating the student’s
educational program. ISPs are working documents for the learning team to use throughout the year.
Sample Indicators of • The ISP includes evidence of collaboration and

Effective Programming: communication between all members of the learning
team, including parents and, where appropriate, the
student.
• Classroom-based and specialized assessment of current

levels of achievement and performance in communication,
language and literacy are documented in the ISP.
• The learning team gathers information that encourages

well-articulated instructional and assessment plans
and increases understanding of the individual student’s
strengths and areas for growth.

• The ISP identifies communication support strategies and
services such as the AAC system that will be provided.
• The ISP identifies the assistive technologies that the

student will require to access and engage with learning
materials.
• The ISP documents how the effectiveness of AAC

strategies, supports and services will be monitored,
evaluated and reported.
• The ISP includes learning goals/focuses specific to the

student’s unique learning needs. Adjustments are made
as necessary to ensure access to the programs of study
and/or to support individualized programming needs.
• Transition plans are included in the ISP, which includes

necessary information to support transitions between
grades, schools, post-secondary and workforce and
Transition Planning
outlines how to provide ongoing support for the student’s
communication system.
• The ISP indicates accommodations for Provincial

Achievement Tests and/or Diploma Exams, as
appropriate.
17
Transition Planning
Social Emotional Development

Comprehensive transition planning is developed on an ongoing basis, identifying supports and
services that students with CCN require as they move into different learning and life environments.
In order for transitions to be successful, they must be carefully and deliberately planned25.
Supporting successful transitions to adult life for young people who use AAC involves engaging
with the student and their family members, as well as with natural supports in the community and
community support agencies that focus on persons with disabilities. Successful transitions require
an awareness and understanding of the issues and challenges facing students with CCN as they
move through the different levels of schooling and prepare for post-secondary opportunities, the
workforce or other activities associated with adult life.26.
Evidence has shown that person-centered planning that actively includes students in envisioning
their future can be done effectively with students who use AAC. This planning includes actively
and intentionally preparing youth who use AAC to communicate with their caregivers and personal

assistants27.
Sample Indicators of • Yearly transition planning includes consideration for how

Effective Programming: the student will be supported in their use of AAC systems
and other assistive technologies.
• Training and support is provided to personnel working with

students who have CCN, particularly in the area of AAC.
• Transition planning involves all members of the learning

team, including the family and student.
• Communication support tools are used to engage students

in planning (e.g., Talking Mats, Dare to Dream).
• Engagement of community resources begins early in high

Transition Planning
school.
• Upon leaving high school, students with CCN are prepared

to be active agents in their adult lives.
25
Alberta Education. (2006). Learning and Teaching Resources Branch. Individualized program planning (IPP): ECS
to grade 12. Chapter 8: Planning for transitions. https://education.alberta.ca/media/384992/indidivualized-program-
planning-2006.pdf.
26
Ongoing Assessment
Alberta Education. (2006). Learning and Teaching Resources Branch. Individualized program planning (IPP): ECS
to grade 12. Chapter 8: Planning for transitions. https://education.alberta.ca/media/384992/indidivualized-program-
planning-2006.pdf.
27
Collier, B., & Self, H. (2010). Preparing youth who use AAC to communicate with their personal assistants. In
McNaughton, D., & Beukelman, D. (Eds.). Transition strategies for adolescents and young adults who use AAC (pp.
163–180). Baltimore, MD: Paul H. Brookes.
Glossary
In the context of this document:
Aided communication involves the use of tools outside of one’s own body to communicate.
This can be using a pencil to write a message, sharing a message by selecting graphic symbols
from a non-electronic display (communication board or book) or creating an audible message
with the use of an electronic system. Unaided communication relies instead on speech, gesture
and sign language systems.
Assistive technology is specialized technology that people with disabilities employ to overcome
barriers in everyday communication, learning, working and/or recreation. Assistive technology
can be as simple as a pencil grip or as complex as a speech-generating device. The term
includes the technologies as well as the supports and services required to help people with
disabilities effectively learn to use the technologies. Overall, assistive technology is technology
that increases, improves or maintains the functional capabilities of students with disabilities.
Augmentative and alternative communication (AAC) is a set of tools and strategies that an
individual uses to solve everyday communicative challenges. Communication can take many
forms such as speech, a shared glance, text, gestures, facial expressions, touch, sign language,
symbols, pictures, speech generating devices, etc.28.
Board means a board of trustees of a school division, Francophone regional authority and an
operator of a charter school.
Communication Circles support students who use AAC. These circles of peers help students
who use AAC to rehearse, practice, model and go into the community using their systems. Peers
learn games and other activities to support the target student and learn strategies to support
linguistic, operational, social and strategic skills29.
Communication partner refers to the person with whom the student with CCN is interacting
and communicating with. Whenever an individual experiences CCN it impacts not only the
person, but also the persons they wish to communicate with (i.e., their communication partners).
The person with CCN and their communication partners need to understand and employ AAC in
order to facilitate effective communication and language development.
Complex communication needs (CCN) – people who have CCN are unable to communicate
effectively using speech alone. They and their communication partners may benefit from using
AAC methods, either temporarily or permanently.
Continuum of supports and services means an intentionally-designed set of actions,

strategies, supports and services designed to maximize the academic success, well-being and
sense of belonging of all students. A continuum is flexible and responsive to learner needs.
Burkhart, L. J. (n.d.). What is AAC?. ISAAC. https://isaac-online.org/english/what-is-aac/.

28
Musslewhite, C. (2008). COMMUNICATION CIRCLES: With a Little Help from My Friends!. AAC INTERVENTION. www.
29
aacintervention.com.
19
Core vocabulary is a term used to describe a relatively small set of words that are used
most frequently in oral and written language. The words in a core vocabulary can be used to
communicate in a number of instances from basic requests, to building social relationships,
sharing opinions or exchanging information on topics of interest. Because of its flexibility
and relatively small size, core vocabulary maximizes opportunities for teaching and learning
across purposes, contexts and communication partners30. In contrast, in the AAC context, less
commonly used words that relate to a specific topic, individual and/or environment would be
referred to as fringe vocabulary.
Evidence-informed practice means to bring together local experience and expertise with the
best available evidence from research, systematic data gathering, best practice, cultural and
linguistic knowledge and traditional practices. It means using evidence from a range of relevant
and credible sources to identify the potential benefits, limits and essential components of any
strategy or intervention while acknowledging that what works in one context may not necessarily
be appropriate nor effective in another.
Inclusion means an attitude and approach that demonstrates universal acceptance and
belonging, and embraces diversity and differences to promote equitable opportunities for all
learners. Inclusion affirms that diversity is an essential part of the human condition and needs to
be respected and valued.
Inclusive education is how we develop and design our schools, classrooms and activities
so that all ECS children and students have the opportunities and supports needed to learn,
contribute and participate in all aspects of schooling. The goal of inclusive education is to ensure
access to high quality education for all learners by effectively meeting their diverse needs in
an engaging learning environment and in a way that is responsive, accepting, respectful and
supportive.
Inclusive education system refers to a structure or organization that mobilizes all educational
partners including: learners; parents; school authorities; government; and community members
to commit to addressing and removing barriers to enable all ECS children and students to
achieve success through the transformation of culture, policy and practice.
Inclusive learning environment means a classroom, school, online learning environment or

other educational setting structured to anticipate, value and respond to the diverse strengths
and needs of all learners. Inclusive learning environments bring together same-age peers
from different backgrounds and with different abilities to learn together. Inclusive learning
environments includes supports to reduce and remove barriers to learning that lead to exclusion.
Indicators means a marker of accomplishment that shows the progress made toward the
achievement of a set of standards.
Instructional support plan (ISP) means a written plan, collaboratively developed, that outlines
the instructional approaches and strategies that will be provided to address the specific needs of
an individual learner.
Core Vocabulary Annotated Bibliography. (n.d.). PROJECT CORE: A Stepping-Up Technology Implementation Grant
30
Directed by the Center for Literacy and Disability Studies. http://www.project-core.com/core-vocabulary/.
Intensive/individualized supports means those strategies and supports designed to address
specific areas for growth, barriers and/or personal circumstances that may be impacting the
ability of individual learners to participate in and/or benefit from learning opportunities.
Learner refers to both a child in an ECS program and a student in Grades 1 through 12.
Learning team refers to a team that consults and shares information relevant to the individual
student’s needs, and plans strategies, supports and services as required. Under the direction of
a certificated teacher, the team may consist of parents, the student (where appropriate), other
school jurisdiction or program staff and others, as required.
Low incidence population refers to students who are blind or visual impaired, deaf or hard of
hearing, deafblind or have CCN.
Parent as defined in the Education Act, unless otherwise specified, means in respect of a
student or a child enrolled in an ECS program, the relevant individual referred to in Subsection
(2).
Scaffolding in education refers to a variety of instructional techniques used to move students

progressively toward stronger understanding and, ultimately, greater independence in the
learning process. The term itself offers the relevant descriptive metaphor: classroom teachers
provide successive levels of temporary support that help students reach higher levels of
comprehension and skill acquisition that they would not be able to achieve without assistance.
Like physical scaffolding, the supportive strategies are incrementally removed when they are no
longer needed, and the teacher gradually shifts more responsibility over the learning process to
the student31.
School leader means principals, assistant principals and lead teachers, such as learning
coaches, department heads and curriculum coordinators.
School staff means all individuals employed by the school authority or school who interact
with learners, including but not limited to principals, assistant principals, teachers, counsellors,
Elders, school resource officers, educational assistants and multi-disciplinary team members.
SETT Framework is a collaborative tool where all involved have a voice in developing a shared
vision of the STUDENT (the “who”); the ENVIRONMENTS (the “where”); and the TASKS (the “for
what”), for which assistive technology and other supports may be needed before trying to select
the TOOLS (the “how” – the system of devices, services and other supports) needed by the
STUDENT to work toward mastery of the TASKS in the ENVIRONMENTS where and when they
occur.
Speech generating devices are electronic AAC systems used to supplement or replace speech
for individuals with CCN. Through the use of digitized or synthesized speech, speech generating
devices enable audible verbal communication.
Specialized assessment means individualized measurement, where possible, across one or

more domains (i.e., physical and sensory, cognitive, intellectual, social-emotional, behavioural,
language and communication, adaptive behaviour), completed by a qualified professional or a
multi-disciplinary team of qualified professionals who provide an interpretive report of the results.
Scaffolding. (2015). The Glossary of Education Reform, For Journalists, Parents, and Community Members. http://www.
31
edglossary.org/scaffolding.
21
Specialized supports and services means those supports and services delivered by
individuals, with the specialized training and expertise to assist individual students to be
successful learners. Specialized supports and services may include direct consultation to
teachers and other school staff.
System leaders means superintendents, assistant superintendents and central office leaders
such as directors, managers and supervisors.
Appendix I
The Communication Bill of Rights was developed as a powerful interdisciplinary statement
relevant for professionals, families, self advocates, policy makers and peers.
Communication Bill of Rights (Revised 32)

All people with a disability of any extent or severity have a basic right to affect, through
communication, the conditions of their existence. Beyond this general right, a number of specific
communication rights should be ensured in all daily interactions and interventions involving
persons who have severe disabilities. To participate fully in communication interactions, each
person has these fundamental communication rights:
1. The right to interact socially, maintain social closeness, and build relationships
2. The right to request desired objects, actions, events, and people
3. The right to refuse or reject undesired objects, actions, events, or choices
4. The right to express personal preferences and feelings
5. The right to make choices from meaningful alternative
6. The right to make comments and share opinions
7. The right to ask for and give information, including information about changes in routine and
environment
8. The right to be informed about people and events in one’s life
9. The right to access interventions and supports that improve communication
10. The right to have communication acts acknowledged and responded to even when the desired
outcome cannot be realized
11. The right to have access to functioning AAC (augmentative and alternative communication)
and other AT (assistive technology) services and devices at all times
12. The right to access environmental contexts, interactions, and opportunities that promote
participation as full communication partners with other people, including peers
13. The right to be treated with dignity and addressed with respect and courtesy
14. The right to be addressed directly and not be spoken for or talked about in the third person
while present
15. The right to have clear, meaningful, and culturally and linguistically appropriate
communications
Brady, N., Bruce, S., Goldman, A., Erickson, K., Mineo, B., Ogletree, B., Paul, D., Romski, M., Sevcik, R., Siegel, E.,
32
Schoonover, J., Snell, M., Sylvester, L., & Wilkinson, K. (2016). Communication Services and Supports for Individuals
With Severe Disabilities: Guidance for Assessment and Intervention. American journal on intellectual and developmental
disabilities, 121(2), 121-138. https://doi.org/10.1352/1944-7558-121.2.121.
23
Appendix II
Literacy Bill of Rights33
All persons, regardless of the extent or severity of their disabilities, have a basic right to use print.
Beyond this general right, there are certain other literacy rights that should be assured for all
persons.
These basic rights are:
1. The right to an opportunity to learn to read and write. Opportunity involves engagement in
active participation in tasks performed with high success.
2. The right to have accessible, clear, meaningful, culturally and linguistically appropriate
texts at all times. Texts, broadly defined, range from picture books to newspapers to
novels, cereal boxes, and electronic documents.
3. The right to interact with others while reading, writing, or listening to a text. Interaction
involves questions, comments, discussions, and other communications about or related to
the text.
4. The right to life choices made available through reading and writing competencies.
Life choices include, but are not limited to, employment and employment changes,
independence, community participation, and self-advocacy.
5. The right to lifelong educational opportunities incorporating literacy instruction and use.
Literacy educational opportunities, regardless of when they are provided, have potential to
provide power that cannot be taken away.
6. The right to have teachers and other service providers who are knowledgeable about
literacy instruction methods and principles.
a. Methods include but are not limited to instruction, assessment, and the technologies
required to make literacy accessible to individuals with disabilities.
b. Principles include, but are not limited to, the beliefs that literacy is learned across
places and time, and no person is too disabled to benefit from literacy learning
opportunities.
7. The right to live and learn in environments that provide varied models of print use such as
reading a recipe, paying bills, sharing a joke, or writing a letter.
8. The right to live and learn in environments that maintain the expectations and attitudes
that all individuals are literacy learners.
Yoder, D.E., Erickson, K.A., & Koppenhaver, D.A. (1997). A literacy bill of rights. Chapel Hill, Center for Literacy and
33
Disability Studies. In Yoder, D. E. (2009). Having my Say. Augmentative and Alternative Communication, 17(1), 7. https://
doi.org/10.1080/aac.17.1.2.10.
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Essential Components of

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© 2022 Government of Alberta | May 2022 | ISBN 978-1-4601-5105-1

Legislation and Policy...................................................................................................................... 6

The Students and Their Unique Educational Abilities and Needs................................................ 7

Meaningful Family Involvement..................................................................................................... 9

The Learning Team...................................................................................................................... 10

Educational Programming and Services..................................................................................... 14

Planning for Success.................................................................................................................. 17

Communication Bill of Rights ..................................................................................................... 23

Literacy Bill of Rights.................................................................................................................. 24

provide a framework that can

identify the essential

provide indicators of effective

develop a shared language

Professional Practice Standards: Describes the competencies expected of teachers, leaders

The Students and Their Unique

Educational Programming and Services Ongoing Assessment

Sample Indicators of • Learning team members engage in frequent communication

• Parents have a full understanding of the role of each of the

• Parents and students are at the forefront of the planning

• The learning goals/focuses identified by parents and students

• Parents receive information about opportunities for training

• Parents are encouraged to share information with the school

• Parents are meaningfully engaged in AAC decision making

• Parent are provided information regarding the development of

• The cultural and linguistic background of the family is

Sample Indicators of • There is a core collaborative learning team consisting

• Additional members are added to the learning team

• Learning team members begin with presuming potential

• Frameworks such as the SETT (student, environment,

• ISP learning goals/focuses are developed collaboratively

• Team members meet regularly to discuss AAC

10 Supporting Positive Behaviour through a Continuum of Supports and Services

Sample Indicators of • Tools such as the Communication Matrix9 and/or Pragmatics

• Ongoing monitoring of student growth in communication,

• The learning team uses tools to identify functional changes of

• Assessment results and their educational implications are

• There is evidence that the student’s ISP is updated based on

A communicatively accessible environment recognizes the student’s need for aided

Careful consideration should be given to overreliance on adults, such as paraprofessionals or

• The student has access to AAC supports in all learning

• Communication partners model the use of AAC in all

• Student’s communication partners actively interpret

• The student has meaningful opportunities to engage

• Classmates and peers are actively encouraged to learn the

• Classmates and peers engage in activities that support

Educational Programming and

Comprehensive literacy instruction is a strong universal practice and is foundational in

Sample Indicators of • The student’s language development is supported by regular

• The learning team is knowledgeable in supporting the

• Students have access to and opportunities to learn and use

• Students with CCN are engaged in daily comprehensive

• The learning team is aware of, and respects, the principles in

• Ongoing monitoring of the student’s growth in language and

Educational Programming and Serv

Sample Indicators of • Student’s assistive technology is made available for use in

• Students receive the appropriate assistive technology

• Professional development in the use of assistive technology

Students receive appropriate assistive technologies

• Students use assistive technology to move them toward

• Students have meaningful opportunities to express their

• Students have meaningful opportunities to engage with

• Students have meaningful access to mental health