BEGIN:VCALENDAR VERSION:2.0 X-WR-CALNAME:talkingaac2026 X-WR-CALDESC:Event Calendar METHOD:PUBLISH CALSCALE:GREGORIAN PRODID:-//Sched.com #TalkingAAC 2026//EN X-WR-TIMEZONE:UTC BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261104T164500Z DTEND:20261106T210000Z SUMMARY:Click LOG IN if you have Sched account already or Click SIGN UP to create Sched account. DESCRIPTION:\n CATEGORIES: LOCATION:East Lansing\, MI\, USA SEQUENCE:0 UID:ae957e2030c70faa5fe961ad922d36bd URL:http://talkingaac2026.sched.com/event/ae957e2030c70faa5fe961ad922d36bd END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261104T170000Z DTEND:20261104T210000Z SUMMARY:Pre-Conference Workshop: Meaningful Goals and Supportive Instruction for Early AAC Learners DESCRIPTION:Early AAC learners who are developing skills related to engaging with their AAC often learn and interact in ways that are dynamic\, may be difficult to describe and quantify\, and are often on timelines that do not fit neatly into an IEP cycle. This poses a notable challenge for writing IEP goals\, that by design\, focus on students demonstrating defined skills in identified contexts. Another factor is that there is substantial onus on communication partners to provide ample aided language input and responsive\, skill-building feedback to support learning and foster foundational language development. \n\nThis session will look at the components of a goal and outline a framework for drafting goals that reflect the necessary learner + communication partner contributions for learning and engaging with AAC. This framework guides a goal writing process that: 1) describes student skills in nuanced ways\, 2) considers a range of goal targets informed by communicative competencies\, 3) includes necessary conditions for learning such as partner input and feedback\, and 4) formulates goal criteria that reflects increases in consistency over time\, and across partners and environments. A link to a workbook will be provided that participants can use and replicate to guide their goal-writing practices\, and guide collaborative goal writing in teams. CATEGORIES:PRE-CONFERENCE WORKSHOP LOCATION:East Lansing\, MI\, USA SEQUENCE:0 UID:74af5e887492b19ceff754eb81a85122 URL:http://talkingaac2026.sched.com/event/74af5e887492b19ceff754eb81a85122 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261104T170000Z DTEND:20261104T210000Z SUMMARY:Pre-Conference Workshop: Together We Belong: Promoting Peer Engagement and Friendships for Students Who Use AAC DESCRIPTION:Peer engagement and relationships are at the heart of what it means to be included and belong\, and they also shape children’s development and learning in many important ways. Yet\, students with disabilities who use or would benefit from augmentative and alternative communication (AAC) often face significant challenges to developing authentic friendships and engaging meaningfully with their peers. This half-day workshop provides educators\, families\, service providers\, school leaders\, and other communication partners with practical\, evidence-based strategies to foster peer relationships\, promote social communication\, and create genuine opportunities for inclusion and belonging for students who use AAC.\n\nThe workshop will begin by examining the social experiences of children and youth who use AAC\, focusing on both the barriers they encounter and the facilitators that support authentic connections. Through real-world examples and insights from students\, peers\, and educators\, attendees will learn how to promote social communication skills through meaningful engagement with peers\, and how AAC can be leveraged to support expression\, connection\, and relationship-building.\n\nInformation for this workshop comes primarily from the Enhancing Peer Networks Project\, a multi-year research project focused on improving social communication skills and promoting authentic peer relationships for elementary-aged students with autism who are minimally speaking. By leveraging the findings and strategies from this project\, this workshop will go deeper than general principles of inclusion to focus on practical application. You will learn evidence-based strategies to support meaningful peer engagement and interaction for students who use AAC\, specifically by building classroom cultures of inclusion\, creating intentional opportunities for positive peer interaction\, and supporting peers as responsive communication and play partners. A core focus of the workshop is on sharing practical tools and resources to build students’ social communication skills naturally through genuine relationships with peers\, rather than isolated interventions. Whether you are supporting one student or hoping to implement school or district-wide initiatives\, you will leave this workshop with the tools you need to make inclusion and friendship a reality for students who use AAC. CATEGORIES:PRE-CONFERENCE WORKSHOP LOCATION:East Lansing\, MI\, USA SEQUENCE:0 UID:b91a742158ab4ab5a0ef4343ecfe5bd9 URL:http://talkingaac2026.sched.com/event/b91a742158ab4ab5a0ef4343ecfe5bd9 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261104T210000Z DTEND:20261104T213000Z SUMMARY:#TalkingAAC Merchandise Sales DESCRIPTION:\n CATEGORIES:MERCHANDISE SALES LOCATION:South Lobby\, East Lansing\, MI\, USA SEQUENCE:0 UID:6fb547549265978f60156919e8403379 URL:http://talkingaac2026.sched.com/event/6fb547549265978f60156919e8403379 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261105T130000Z DTEND:20261105T133000Z SUMMARY:Registration in the South Lobby DESCRIPTION:\n CATEGORIES:ALL ATTENDEES LOCATION:South Lobby\, East Lansing\, MI\, USA SEQUENCE:0 UID:e0e69847e15531ecff569871ff2851c0 URL:http://talkingaac2026.sched.com/event/e0e69847e15531ecff569871ff2851c0 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261105T130000Z DTEND:20261105T133000Z SUMMARY:Light Continental Breakfast DESCRIPTION:\n CATEGORIES:MEAL LOCATION:Big Ten A & B\, East Lansing\, MI\, USA SEQUENCE:0 UID:e82eb38b6c576a9668b002efc7f3343c URL:http://talkingaac2026.sched.com/event/e82eb38b6c576a9668b002efc7f3343c END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261105T130000Z DTEND:20261105T133000Z SUMMARY:Vendor Fair DESCRIPTION:\n CATEGORIES:VENDOR FAIR LOCATION:Big Ten A & B\, East Lansing\, MI\, USA SEQUENCE:0 UID:6afddddbb020c2bebb5aefa476af32d0 URL:http://talkingaac2026.sched.com/event/6afddddbb020c2bebb5aefa476af32d0 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261105T133000Z DTEND:20261105T143000Z SUMMARY:Welcome and Opening Keynote: The Power of Being Understood: What Cammie Taught Me About Communication DESCRIPTION:\n CATEGORIES:ALL ATTENDEES LOCATION:Big Ten A & B\, East Lansing\, MI\, USA SEQUENCE:0 UID:63be4f062f4d8dddb69978cdfa9856cb URL:http://talkingaac2026.sched.com/event/63be4f062f4d8dddb69978cdfa9856cb END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261105T144500Z DTEND:20261105T160000Z SUMMARY:Designing Flexible and Differentiated PL Experiences With Stepping Into AAC DESCRIPTION:Designing meaningful professional learning opportunities for AAC can be intimidating and overwhelming. There’s so much to cover\, and it is all important!\n\nStepping Into AAC is a compilation of 20-weeks of FREE resources to guide families through learning about and becoming informed members of their learner's team. It includes AACtion steps\, videos\, newsletters\, and supplemental print materials for the journey. However\, Stepping Into AAC resources can be utilized in customized ways to support the AAC learning journey of teams and professionals\, while taking into account time constraints\, attrition\, and the varying needs of team members. \;\n\nThis session will begin by providing an overview of the content and organization of Stepping Into AAC materials\, as well as a framework for using Stepping Into AAC print and video materials to help teachers\, clinicians\, and paraeducators strengthen their AAC practices. Participants will be introduced to examples of differentiated learning paths\, as well as supplemental resources for rich and engaging PL planning\, such as action and reflection activities\, AAC practice\, and story vignettes.  \;Additionally\, an AAC Topic Map that aligns AAC implementation topics with specific Stepping Into AAC content\, will be shared making it easier to identify and use materials to meet specific needs of teams and audiences. \;\n\nStepping Into AAC considers five elements of communication partner learning: technology\, knowledge\, skills\, habits\, and community. Each sample learning path includes materials that address each of these 5 elements. \;Learning paths build on one another in an alternative to the 20-week format that allows for flexibility and responsiveness of AAC PL in environments that must balance frequent staff changes\, with meaningful ongoing learning opportunities for seasoned team members. Participants will have the opportunity to explore PL planning resources and action plan around supporting their school or team. \; CATEGORIES:GENERAL SESSION LOCATION:Lincoln\, East Lansing\, MI\, USA SEQUENCE:0 UID:e6c43555ff2dcc7be4612af3c42dfd8e URL:http://talkingaac2026.sched.com/event/e6c43555ff2dcc7be4612af3c42dfd8e END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261105T144500Z DTEND:20261105T160000Z SUMMARY:From Babble to Buttons: Early AAC in Action DESCRIPTION:The purpose of this presentation is to demonstrate how a systems-level approach to augmentative and alternative communication (AAC) builds capacity across children\, families\, and professionals while creating sustainable pathways for long-term communication success.\n\nGrounded in early intervention practice\, this session will outline how AAC can be meaningfully introduced during the birth to three years\, even for our youngest and most complex communicators. Presenters will share practical strategies for embedding AAC into daily routines\, supporting communicative intent (e.g.\, requesting\, commenting\, and social interaction)\, and coaching caregivers to confidently model and respond using AAC systems. Emphasis will be placed on the role of the Primary Service Provider (PSP) model in building family competence and ensuring AAC is not a “special activity\,” but a natural part of everyday life.\n\nParticipants will also learn how our team builds internal capacity through ongoing coaching\, collaborative problem-solving\, and access to an AAC lending library. The lending library process will be outlined as a key mechanism for trialing tools\, reducing barriers to access\, and informing data-driven decision making for funding. In addition\, we will discuss how partnerships with AAC companies enhance team knowledge\, provide hands-on learning opportunities\, and support successful device implementation.\n\nA critical component of this work is ensuring smooth transitions from early intervention to preschool. This session will provide actionable strategies for preparing teams\, aligning communication systems\, and advocating for continuity of AAC supports across settings.\n\nThis topic is highly relevant for SLPs\, educators\, early interventionists\, administrators\, AAC consultants\, and families. Attendees will leave with replicable systems\, practical tools\, and a clear vision for how to move from early vocalizations to robust communication systems—ensuring that every child has access to a voice\, from babble to buttons. CATEGORIES:GENERAL SESSION LOCATION:Auditorium\, East Lansing\, MI\, USA SEQUENCE:0 UID:d253d9f8551ae9e8b1c40eb5db699b0a URL:http://talkingaac2026.sched.com/event/d253d9f8551ae9e8b1c40eb5db699b0a END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261105T144500Z DTEND:20261105T160000Z SUMMARY:From Myths to Meaningful Practice: Foundations for Effective AAC Intervention for Young Children With Developmental Disabilities DESCRIPTION:Early intervention with augmentative and alternative communication (AAC) is critical for supporting language\, communication\, and social development for young children with developmental disabilities who have limited speech. For young children\, AAC intervention is most effective when it is embedded within active\, playful learning in meaningful\, natural settings and with the people who matter most— such as parents and other family members\, educators\, and peers. Yet\, myths and misconceptions about AAC often delay or limit access to effective communication support.\n\nThis breakout session will provide a foundation for AAC intervention for young children with developmental disabilities. Through real-world examples and video models\, attendees will learn how to use AAC to support social communication and language development for young children\, not as a “last resort” but as a foundation for learning and connection. The session will include: (1) identifying and challenging common myths and misconceptions about AAC that inadvertently limit access to effective support\, (2) describing key principles of evidence-based AAC intervention for young children\, particularly a focus on teaching communication skills within natural\, meaningful contexts that matter to children\, and (3) teaching evidence-based intervention strategies for play-based AAC intervention. \;\n\nEvidence for this presentation comes from decades of AAC research with young children with developmental disabilities and their educators and families\, including extensive work conducted by the presenter and her research team. We will take a deep dive into learning how active\, playful learning experiences are powerful drivers of communication and language development\, particularly for young children with disabilities. Whether new to AAC or more experienced\, attendees will leave with tools to challenge common myths\, implement AAC effectively with young children\, and collaborate with other educators and family members. CATEGORIES:GENERAL SESSION LOCATION:Big Ten C\, East Lansing\, MI\, USA SEQUENCE:0 UID:247fe6d6226fd4b310f994bff2650cab URL:http://talkingaac2026.sched.com/event/247fe6d6226fd4b310f994bff2650cab END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261105T144500Z DTEND:20261105T160000Z SUMMARY:Putting AAC Into Action in Inclusive Classrooms DESCRIPTION:Currently\, in Michigan\, receiving a Free and Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE) is an area focus and considered a key principle of The Individuals with Disabilities Education Act (IDEA). As more and more students with extensive support and complex communication needs are receiving services and attending programs in general education buildings\, educators in these buildings (i.e.\, Teachers\, Speech-Language Pathologists\, Occupational Therapists\, Physical Therapists\, and School Social Workers) are tasked with finding ways to support the emerging communicators in their classrooms and on their caseloads\, often without additional time or training to support the needs of these learners. According to ASHA\, 2018\, more than 60% of school-based SLPs report regularly serving students who need Augmentative and Alternative Communication (AAC). While the “why” of the shift to the least restrictive environment is important\, educators are in need of evidenced-based strategies to support their students and embed AAC in the general education classroom and environment as a whole. \;\n\nThis session aims to provide a fresh perspective on working with AAC users in inclusive classrooms. It will explore best practices for fostering communication success and integrating AAC into the general education classroom including quick\, easily implemented strategies for the teachers\, ancillary providers\, or support staff. This includes ways to collaborate with multidisciplinary teams to support students with high support needs\, providing training for adults and peers. Participants will gain practical insights into building understanding\, creating inclusive communication environments\, and ensuring that all students can actively engage\, learn\, and thrive\, developing true communication and friendship skills with their general education peers. \; CATEGORIES:GENERAL SESSION LOCATION:Red Cedar\, East Lansing\, MI\, USA SEQUENCE:0 UID:6c73f6834724f8b7ff7ef8d15b657829 URL:http://talkingaac2026.sched.com/event/6c73f6834724f8b7ff7ef8d15b657829 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261105T144500Z DTEND:20261105T160000Z SUMMARY:Language Dynamics Group Presents: Story Champs AAC Intervention for Increasing Device Use DESCRIPTION:AAC intervention research and practice mostly focus on teaching individuals to use their device to make requests\, but there’s more to communicating than just expressing immediate wants and needs. This presentation will use a storytelling format to share the results of a study where researchers set out to develop an AAC narrative intervention (Story Champs AAC Expansion Pack) to help three students with autism improve other communicative functions. \n\nThe AAC narrative intervention involved an SLP delivering 9-12 sessions (30 minutes each) in the homes of the participants in English across 4-5 weeks. Each session involved a lesson plan with explicit steps for: modeling a regular story\, pointing to and naming icons\, reading a simplified story and modeling the language targets in the story (1 noun\, 1 adjective\, 1 verb) using the child's speech generating device (SGD)\, using least-to-most prompting to support the student’s retell with fading illustrations. The researchers then examined several outcomes: (1) does the AAC narrative intervention improve students’ ability to retell the key parts of a story?\, (2) do students improve multi-symbol use during intervention lessons?\, and (3) do parents think the intervention was feasible and acceptable so its use could extend beyond sessions with a speech-language pathologist or school special education teacher? \n\nData was collected using total story grammar use in retelling modified PreK CUBED-3 Narrative Language Measures: Listening forms at the end of every session\, the start of the next session\, and at follow-up. Parents recorded children’s spontaneous use of SGD outside of intervention sessions. Results found that in as few as 9-10 sessions\, students made large and significant gains in story retell and multi-symbol use-- key prerequisites for other communicative functions like personal storytelling. Parents loved the program and planned to embed the activity into their child’s home routine! Examples of the intervention's components will be shared in the presentation. CATEGORIES:VENDOR SESSION LOCATION:Centennial\, East Lansing\, MI\, USA SEQUENCE:0 UID:21936cf6bb2d77d7260bfae94cefa95b URL:http://talkingaac2026.sched.com/event/21936cf6bb2d77d7260bfae94cefa95b END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261105T160000Z DTEND:20261105T170000Z SUMMARY:Lunch Break DESCRIPTION:\n CATEGORIES:MEAL LOCATION:Big Ten A & B\, East Lansing\, MI\, USA SEQUENCE:0 UID:ce3f00024abcbb2d65accbd7a4835852 URL:http://talkingaac2026.sched.com/event/ce3f00024abcbb2d65accbd7a4835852 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261105T160000Z DTEND:20261105T170000Z SUMMARY:#TalkingAAC Merchandise Sales DESCRIPTION:\n CATEGORIES:MERCHANDISE SALES LOCATION:South Lobby\, East Lansing\, MI\, USA SEQUENCE:0 UID:e40811f07925beaff85a34caf47fd6a2 URL:http://talkingaac2026.sched.com/event/e40811f07925beaff85a34caf47fd6a2 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261105T160000Z DTEND:20261105T170000Z SUMMARY:Vendor Fair DESCRIPTION:\n CATEGORIES:VENDOR FAIR LOCATION:Big Ten A & B\, East Lansing\, MI\, USA SEQUENCE:0 UID:b7cb697c593f34cd7850848ff1bac55b URL:http://talkingaac2026.sched.com/event/b7cb697c593f34cd7850848ff1bac55b END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261105T170000Z DTEND:20261105T181500Z SUMMARY:Enhancing Communication and Learning for People With Rett Syndrome: A Collaborative Approach DESCRIPTION:Students with Rett syndrome face multiple challenges that impact their ability to learn\, participate in assessments and communicate consistently. These may include physical limitations\, behavioral difficulties\, sensory processing disorders and health-related problems. It’s important that we as educators\, therapists\, and support staff understand these challenges and their impact on learning and communication. Furthermore\, it is imperative that we understand the impact of the learning environment on students with Rett syndrome and how we can create a positive setting that supports their needs. The purpose of this presentation is to provide an overview of the secondary challenges faced by students with Rett syndrome and to offer effective strategies for modifying learning materials\, creating appropriate assessment strategies\, and selecting appropriate communication strategies.\n\nTo support students with Rett syndrome\, we need effective methods for adapting and creating learning and assessment materials. Allowing the student to express answers in different forms\, such as utilizing light tech and high tech AAC supports. Supporting multi-modal communication and learning approaches is imperative when working to make learning inclusive for all of our students. The strategies presented aim to enhance the outcomes of students with Rett Syndrome and promote their participation in the learning process. \;\n\nStudents with Rett syndrome need communication strategies that can be used across all learning environments\, home and community. We will cover a variety of methods such as: a least to most prompting hierarchy\, aided language stimulation\, descriptive teaching methods and access to a robust communication system. These tools\, implemented in a consistent and collaborative environment\, will bridge the communication and social interactions of students with Rett syndrome with their learning environment. \;\n\nAlthough individuals with Rett syndrome face many challenges that affect their ability to learn and communicate\, there are effective methods for adapting learning materials\, creating appropriate assessments\, and selecting communication strategies. By implementing the strategies discussed\, participants can create a supportive and inclusive learning environment for students with Rett syndrome\, enabling them to reach their full potential. \; CATEGORIES:GENERAL SESSION LOCATION:Red Cedar\, East Lansing\, MI\, USA SEQUENCE:0 UID:6d8c29fb44ead54b7d0d66f29776e0e7 URL:http://talkingaac2026.sched.com/event/6d8c29fb44ead54b7d0d66f29776e0e7 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261105T170000Z DTEND:20261105T181500Z SUMMARY:Language and Communication Sample Analysis for Everyone DESCRIPTION:Do you dread doing language samples? Dread no more! Not only are they a legally mandated part of school-based assessments in the state of Michigan\, language sample analysis provides detailed information about all 3 domains of languages: syntax\, semantics\, and pragmatic language. They can also provide culturally sensitive information for individuals who are often not reflected in standardized assessments-bilingual students\, students with sensory difficulties\, students with difficulties pointing etc. However\, collecting and analyzing language samples can often feel overwhelming and deeply time consuming. Additionally\, many of the tools used to collect language samples are not designed for complex communicators. \n\nThis presentation will address these difficulties by providing detailed information about when\, where\, how to collect language and communication samples for AAC users. It will discuss how to choose the correct task to collect your language sample. For example\, when is it appropriate to do a play-based task and when is a more complex narrative retell task necessary. This presentation will also demonstrate and show a variety of different tools to get the information you’re looking for.  \;Luckily\, many tools used to collect language samples are free and available to professionals at no charge. Attendees will be provided with access to links to many free language sample analysis tools\, including one made by the presenter. Attendees will practice using these tools with students at a variety of different language levels. At the end of the session\, individuals will walk away with the tools to confidently gather and analyze language samples across a variety of different contexts and settings. \; CATEGORIES:GENERAL SESSION LOCATION:Auditorium\, East Lansing\, MI\, USA SEQUENCE:0 UID:cd32ecc7b61f6891194aaa1c7db0666c URL:http://talkingaac2026.sched.com/event/cd32ecc7b61f6891194aaa1c7db0666c END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261105T170000Z DTEND:20261105T181500Z SUMMARY:Protecting Students' Legal Rights to Effective Communication DESCRIPTION:Effective communication is a fundamental human right and a foundational aspect of learning and participating in the community. Access to communication supports is protected by the IDEA\, ADA\, and Section 504. \;\n\nToo often\, however\, students may be shut out of access to robust AAC. Students may be presumed incapable of benefiting from AAC\; may be forced to try ineffective alternative interventions before AAC is provided\; or may be offered AAC that does not actually enable the same range of rich communication that other students enjoy. Schools may also offer an AAC device without committing adequate time and resources to teaching the student how to use it or adapting AAC supports to students' needs. \;\n\nThis presentation will help participants better understand schools' obligations to provide effective communication and AAC supports under federal laws. \; CATEGORIES:GENERAL SESSION LOCATION:Lincoln\, East Lansing\, MI\, USA SEQUENCE:0 UID:69d6195ae7f0288cda505b09305816b8 URL:http://talkingaac2026.sched.com/event/69d6195ae7f0288cda505b09305816b8 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261105T170000Z DTEND:20261105T181500Z SUMMARY:Using Strategies From the Enhancing Peer Networks Project to Promote Peer Engagement for Students Who use AAC DESCRIPTION:Peer engagement and relationships are at the heart of what it means to be included and \;belong\, and they also shape children’s development and learning in many important \;ways. Yet\, students with disabilities who use or would benefit from augmentative and \;alternative communication (AAC) often face significant challenges to developing \;authentic friendships and engaging meaningfully with their peers. This breakout offers \;practical\, evidence-based strategies to foster interactions and relationships among \;students who use AAC and their peers. Importantly\, this session offers a condensed \;version of the same content shared during the pre-conference half-day workshop.\n\nThrough video models and access to ready-to-use resources\, attendees will learn how \;to promote social communication skills and meaningful engagement with peers for \;students who use or would benefit from AAC. Content and resources come primarily \;from the Enhancing Peer Networks Project\, a multi-year research initiative that has \;focused on improving social communication skills and promoting authentic peer \;relationships for elementary-aged students with autism who are minimally speaking. We \;partnered with over 20 school teams and their students to implement a multi-component \;intervention consisting of storybook lessons on friendship and inclusion\, a play-based \;peer network group\, and integrated AAC support. Across the project\, we have watched \;students build social communication skills and experience positive interactions\, \;engagement\, and relationships with their peers without disabilities. \n\nThis session will \;share actionable\, research-based strategies from the \; Enhancing Peer Networks Project \;to help educators\, families\, and other professionals build students’ social \;communication skills through genuine peer relationships\, rather than isolated \;interventions. CATEGORIES:GENERAL SESSION LOCATION:Big Ten C\, East Lansing\, MI\, USA SEQUENCE:0 UID:f1f460f8c82c831aeb8657e0fc5cbd84 URL:http://talkingaac2026.sched.com/event/f1f460f8c82c831aeb8657e0fc5cbd84 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261105T170000Z DTEND:20261105T181500Z SUMMARY:Smartbox Presents: Connect and Thrive - Grid as a Gateway to Adult Life\, Identity and Autonomy DESCRIPTION:Augmentative and Alternative Communication (AAC) doesn’t end with school. This session explores how Grid can support teens and adults as they transition into jobs\, relationships and independent living. We’ll go beyond language development to highlight tools for self-advocacy\, hobbies\, scheduling\, building and maintaining relationships\, and expressing authentic\, personal thoughts\, whether about love\, frustration\, or dreams. Attendees will learn how to leverage Grid to support autonomy\, identity and meaningful participation in the transition from school to adult life. They will gain practical solutions to support meaningful connection fostering autonomy and enrichment in life beyond the classroom no matter the skill or access needs of the individual. CATEGORIES:VENDOR SESSION LOCATION:Centennial\, East Lansing\, MI\, USA SEQUENCE:0 UID:1f276cef25b3fc58a65a385b20bbcff4 URL:http://talkingaac2026.sched.com/event/1f276cef25b3fc58a65a385b20bbcff4 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261105T181500Z DTEND:20261105T183000Z SUMMARY:Snack Break DESCRIPTION:\n CATEGORIES:MEAL LOCATION:Big Ten A & B\, East Lansing\, MI\, USA SEQUENCE:0 UID:391f24466c42673fe11a5f30f966dd1b URL:http://talkingaac2026.sched.com/event/391f24466c42673fe11a5f30f966dd1b END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261105T183000Z DTEND:20261105T194500Z SUMMARY:Beyond the School Walls: Navigating AAC Access and Rights in Adulthood DESCRIPTION:Effective communication is a fundamental human right and a foundational aspect of learning and participating in the community. Access to communication supports is protected by numerous disability rights laws. \;\n\nStudents transitioning to adulthood may experience barriers to continued use of AAC. The supports they received in schools must now be provided through other sources\, which may include Medicaid\, Vocational Rehabilitation\, and/or employers and institutions of higher education. Navigating these new and often poorly-coordinated systems can be difficult for young adults and their families. \;\n\nThis presentation will help participants better understand the new laws and systems that protect access to AAC during the transition to adulthood and beyond\, and how professionals can help students prepare for and navigate these changing frameworks. CATEGORIES:GENERAL SESSION LOCATION:Lincoln\, East Lansing\, MI\, USA SEQUENCE:0 UID:d3707683297041fa9cd2767d6bd62e6d URL:http://talkingaac2026.sched.com/event/d3707683297041fa9cd2767d6bd62e6d END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261105T183000Z DTEND:20261105T194500Z SUMMARY:Enhancing SLP Impact: Integrating AAC Into the Classroom DESCRIPTION:Speech-language pathologists are supporting increasingly diverse caseloads with growing communication\, academic\, and participation needs. At the same time\, students who use or benefit from AAC are spending more of their school day in general education classrooms. To support these learners effectively\, SLPs must rethink traditional service delivery models and move beyond isolated pull-out therapy toward embedded\, classroom-based support.\n\nThis session will explore how AAC can be integrated into the classroom as both an individualized communication system and a broader Tier 1 support for all learners. Participants will learn practical ways to use AAC to strengthen expressive and receptive language\, deepen understanding of academic concepts\, increase engagement\, and support meaningful participation across the school day. Rather than treating AAC as a tool used only by a specific student or only during speech sessions\, this presentation will demonstrate how AAC can become part of the classroom environment\, routines\, and instruction.\n\nThe session will include real-world examples of how SLPs can collaborate with general education and special education teams to build capacity across classrooms. Topics will include supporting classroom-based AAC modeling\, selecting relevant core and academic vocabulary\, embedding AAC into literacy and math instruction\, and using visual language supports during whole-group\, small-group\, and individual activities. Participants will see examples of AAC supporting story sequencing\, concept mapping\, vocabulary development\, sight word instruction\, math concepts\, problem-solving\, and written language.\n\nThis presentation will also highlight the value of viewing AAC through a Multi-Tiered System of Supports framework. When AAC tools are available as universal supports\, they can benefit not only students with complex communication needs\, but also multilingual learners\, students with language delays\, students experiencing dysregulation\, and others who benefit from visual access to language. By embedding AAC into everyday classroom instruction\, SLPs can expand their impact\, increase educator confidence\, and create more inclusive learning environments.\n\nParticipants will leave with practical strategies for integrating AAC into classroom routines\, collaborating with educators\, and increasing communication access for a wider range of students. CATEGORIES:GENERAL SESSION LOCATION:Big Ten C\, East Lansing\, MI\, USA SEQUENCE:0 UID:c15cfb32242e2d5720e16e6358518830 URL:http://talkingaac2026.sched.com/event/c15cfb32242e2d5720e16e6358518830 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261105T183000Z DTEND:20261105T194500Z SUMMARY:Organizing Your AAC Toolkit: Digital Resources for the Modern SLP DESCRIPTION:This presentation provides speech-language pathologists with a comprehensive framework for organizing essential augmentative and alternative communication (AAC) resources into an accessible digital toolkit. Attendees will discover a curated collection of practical resources spanning the full spectrum of AAC implementation—from initial assessment through ongoing learning\, intervention\, and engagement.\n\nThe session begins by exploring structured evaluation tools and protocols that guide appropriate AAC selection and implementation planning. These resources help clinicians conduct thorough assessments while documenting critical information about communication needs\, motor access\, language abilities\, and environmental factors. Participants will learn how to digitally organize and customize these evaluation materials for efficient clinical use.\n\nA portion of the presentation focuses on light-tech AAC solutions that offer immediate classroom application without requiring extensive technical expertise. Attendees will explore printable communication boards\, visual supports\, and core vocabulary systems that can be quickly deployed across educational settings.\n\nFor high-tech interventions\, the session showcases user-friendly manuals and quick-start guides for popular AAC applications and devices. These resources demystify complex systems for both clinicians and communication partners\, reducing implementation barriers and increasing confidence.\n\nCommunication partner training receives special emphasis\, with ready-to-use materials that empower educational teams and families to support AAC users effectively. These resources include modeling strategies and solutions to common barriers designed for diverse communication environments.\n\nThe presentation highlights literacy resources designed specifically for emergent readers using augmentative and alternative communication (AAC) systems. These materials support reading activities and resources that build literacy alongside AAC proficiency.\n\nAdditionally\, attendees will discover engaging games and interactive websites that motivate communication through play and natural reinforcement. These resources make practice meaningful and enjoyable for AAC users across developmental levels.\n\nThroughout the session\, SLPs will access and explore these diverse resources\, organized in a personalized digital system that enhances clinical efficiency and ultimately streamlines their practice while supporting seamless collaboration across educational teams and settings. \;\n\nTo get the most out of our time together during this session\, \;please bring a laptop or tablet if possible. We'll be exploring some fantastic online resources live during the session and having your device connected to WiFi will let you follow along\, bookmark useful sites\, and dive deeper into the tools we discuss. You will leave this session with a robust digital resource! CATEGORIES:GENERAL SESSION LOCATION:Auditorium\, East Lansing\, MI\, USA SEQUENCE:0 UID:8932bb1404818c4ba4de37aebfb94dc0 URL:http://talkingaac2026.sched.com/event/8932bb1404818c4ba4de37aebfb94dc0 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261105T183000Z DTEND:20261105T194500Z SUMMARY:Prioritizing 'Possible' Over 'Perfection': A Real-World\, Team-Based Approach to AAC Implementation Planning DESCRIPTION:In the real world of complicated systems\, staffing shortages\, and high-needs classrooms\, the expectation of all-day \;modeling and seamless integration often feels like an impossible weight. When the gap between "what should be" and "what can be" becomes too wide\, implementation doesn't just slow down—it stops. This session describes how one county is striving to meet teachers\, families\, and SLPs where they are\, bridging the divide between clinical ideals and classroom reality.\n\nParticipants will learn a specific\, team-based framework designed to shift open-ended\, overwhelming "all-day" expectations toward high-fidelity\, intentional implementation. Focusing on teamwork\, the goal is to encourage and develop spaces that prioritize 'possible' over 'perfect.' \;Rooted in positive\, open communication and comfortable problem-solving\, the goal is not to create more work\, but to better support teams and personalize the AAC teaching process for any given student and environment.\n\nWe will discuss how to identify the "possible" windows for communication. By beginning with two specific routines\, interdisciplinary teams can move from a "Go Do This" mentality to a "Stumble Together" partnership. We will explore how to balance staff and classroom needs while also planning for positive student impact by identifying simple\, actionable steps that any team member can execute with confidence. \;\n\nThis topic is deeply relevant and impactful because it addresses the systemic barriers that prevent consistent AAC use. For educators and therapists\, it provides a sustainable workflow that prevents burnout. For family members and communication partners\, it offers a clear\, non-intimidating entry point into supporting a new AAC user. Most importantly\, for the individual who uses AAC\, this framework strives to ensure that communication isn’t a special event or a particular lesson\, but a strong foundation built through reliable routines that can grow and adjust over time. \;\n\nAttendees will leave with a practical set of visuals\, documents\, and resources to bridge the “clinical ideal” to “classroom reality” divide. In addition\, participants will walk away with a renewed sense of permission to focus on the quiet\, consistent routines that build a foundation for long-term communication\, prioritizing what actually works over what is "perfect”. \; CATEGORIES:GENERAL SESSION LOCATION:Red Cedar\, East Lansing\, MI\, USA SEQUENCE:0 UID:b86bdd7f8a37e38cd5aed566704fb451 URL:http://talkingaac2026.sched.com/event/b86bdd7f8a37e38cd5aed566704fb451 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261105T183000Z DTEND:20261105T194500Z SUMMARY:Tobii Dynavox Presents: TD Snap - Beyond the Basics DESCRIPTION:Take your TD Snap skills beyond the basics in this interactive session focused on advanced features\, hidden tools\, and time-saving workflows that can make communication and customization more efficient. Participants will explore practical strategies for maximizing TD Snap\, including:\nSaving\, sharing\, and syncing in TD SnapUsing Boardmaker Player within TD SnapImporting pagesets and individual pages from Pageset CentralUsing the built-in YouTube playerIntegrating iOS Shortcuts and smart speakersTroubleshooting tips and practical solutionsThe session will connect these features to real-world applications\, highlighting ways to increase independence\, improve access\, streamline device management\, and create more engaging communication opportunities across settings.\nParticipants are encouraged\, but not required\, to bring their own device with TD Snap installed \;to follow along\, explore features\, and practice new skills. Interactive discussion\, troubleshooting\, and Q&A will provide opportunities to apply strategies and share ideas.\nWhether you are supporting a new communicator or looking to deepen your own expertise\, you’ll leave with \;practical techniques\, resources\, and confidence to make the most of TD Snap in your everyday practice.\n\n\n \n\n CATEGORIES:VENDOR SESSION LOCATION:Centennial\, East Lansing\, MI\, USA SEQUENCE:0 UID:d737ef70fbc30c59ebb32f0d3041d2ec URL:http://talkingaac2026.sched.com/event/d737ef70fbc30c59ebb32f0d3041d2ec END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261105T200000Z DTEND:20261105T210000Z SUMMARY:A Panel Discussion: Building Capacity From the Ground Up: Empowering Districts Through Collaborative AAC Frameworks DESCRIPTION:This 60-minute panel discussion explores how educators and specialists in two Michigan school districts are creatively expanding access to Augmentative and Alternative Communication (AAC) and building sustainable capacity from the ground up. Panelists will share practical strategies for overcoming universal hurdles such as high staff transience\, funding constraints\, and speech-language pathologist (SLP) shortages. By examining the shared experiences and unique approaches of these two districts\, attendees will learn how localized AAC coaching models and lending libraries can be leveraged to rapidly deploy individualized training\, support new staff\, and get assessment tools into classrooms quickly.\n\nThe panel will detail the high-impact initiatives and collaborative frameworks that have successfully shifted communication cultures across their respective school communities. Presenters will share insights on establishing and/or accessing specialized lending libraries of "partner devices" and explain how putting these tools directly into the hands of teachers and support staff drives unexpected student growth. Additionally\, the discussion will break down the essential administrative and legal mechanics of their successes\, focusing on how clinical decision-making is prioritized to write flexible yet legally robust AAC provisions into Individualized Education Programs (IEPs) that ensure continuous student access. By highlighting real-world examples this session provides a replicable roadmap for any district looking to build inclusive AAC capacity against the odds. CATEGORIES:GENERAL SESSION LOCATION:Auditorium\, East Lansing\, MI\, USA SEQUENCE:0 UID:69b83c1ef56d8d74263c7bc085c9aab4 URL:http://talkingaac2026.sched.com/event/69b83c1ef56d8d74263c7bc085c9aab4 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261105T200000Z DTEND:20261105T210000Z SUMMARY:AAC Storytime for All: Create Your Own Community Based Instructional Opportunity for AAC Users\, Caregivers and Future Clinicians DESCRIPTION:The purpose of this session is to encourage SLPs to create an AAC Storytime program in their own communities. The presenter will detail how she started and has maintained such a program operating out of Riverview Public Library for the last 2 years.\n\nThe concept is simple: Every month\, around a dozen AAC users (both preschool and elementary aged)\, using a variety of AAC programs\, come to participate in a 45-minute interactive storytime event at the library. They are paired with volunteers from local universities who are studying to be speech pathologists. The SLP facilitating the event reads a story and leads the group through language-rich activities. \;\n\nDespite a simple concept\, there are many considerations for execution. This presentation will break down these considerations\, including how to source a location\, generate participants and volunteers\, training volunteers\, and lesson planning for books and activities. The presentation will discuss the relative time commitment\, and discuss ways to reduce the workload\, including use of a database of free resources for those looking to follow a similar format.  \;These resources include a monthly "to-do" list\, themed lesson plans for books with activities and material list\, training power point for the student volunteers\, spreadsheet templates to organize participant information\, and low tech communication tools to support every book.\n\nThis topic has relevance and impact for multiple groups. Through a dedicated AAC Storytime\, AAC users will be provided with an ongoing community enrichment opportunity tailored to their unique communication needs. It serves to benefit their literacy skills\, in addition to peer socialization with other AAC users. \;\n\nThe parents/caregivers of the participants will have the opportunity to learn and practice their language modeling alongside hands-on support from the student volunteers. This will allow them to learn their child's system and use it in a way that they may not have had the opportunity to before. \;\n\nFinally\, the student volunteers will have the opportunity to be hands on with AAC in a nurturing environment before entering the work-force. It will serve for some as their first exposure to AAC\, and for others as on-going practice and experience. Their future caseloads will benefit from their increased familiarity and comfort with varied AAC systems and their implementation.\n\n CATEGORIES:GENERAL SESSION LOCATION:Lincoln\, East Lansing\, MI\, USA SEQUENCE:0 UID:3a7f6d165f854eb7d87094a7b3bf7b90 URL:http://talkingaac2026.sched.com/event/3a7f6d165f854eb7d87094a7b3bf7b90 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261105T200000Z DTEND:20261105T210000Z SUMMARY:Ethical Concerns of Data Collection From AAC Users DESCRIPTION:Speech-language pathologists collect data for six basic reasons:• Track progress over time• To guide treatment decisions• To set and refine measurable goals• To communicate clearly with families\, teachers\, and other professionals• To meet professional and legal documentation standards• To support evidence-based practice\nThese are very important reasons to collect data. However\, the purpose of this presentation is to determine what\, if any\, limits should be put on this data collection. Many AAC devices have the ability to collect data\, and there are several questions that need to be asked:• Should this feature be turned on?• Does it violate the privacy of the AAC user for the SLP\, parent\, etc. to know everything an AAC user says?• Does an AAC user’s right to privacy change depending on their age\, diagnosis\, or other factors?• Should the AAC user be able to decide if or when this feature will be used?• How might the AAC user’s communication be negatively affected if they know their communication is being monitored?\nThe purpose of this \;session \;is not to criticize data collection but to bring to the attention of SLPs ethical concerns that they might not have considered. The SLP should be aware of when and how data collection can negatively impact AAC users and how they might mitigate those risks. CATEGORIES:GENERAL SESSION LOCATION:Big Ten C\, East Lansing\, MI\, USA SEQUENCE:0 UID:950aedb5a6ab1794184bb73196da99d3 URL:http://talkingaac2026.sched.com/event/950aedb5a6ab1794184bb73196da99d3 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261105T200000Z DTEND:20261105T210000Z SUMMARY:Step Into Emergent Literacy Implementation for AAC Users DESCRIPTION:Reading and writing are essential skills for individuals who use AAC. Whether you are just beginning your literacy instruction journey or looking to deepen your knowledge and skills\, this session is for you. Emergent literacy routines provide the foundation for lifelong literacy while naturally embedding communication throughout instruction.\n\nParticipants will explore five key literacy routines: shared reading\, predictable chart writing\, alphabet knowledge and phonological awareness\, independent reading\, and independent writing. Through an introduction to Project Core and Building Bridges from Emergent to Conventional Literacy from the Center for Literacy and Disability Studies (CLDS)\, attendees will discover practical lessons\, instructional modules\, implementation resources\, self-reflection tools\, and other supports to strengthen literacy instruction and empower students on their literacy journey.\n\n CATEGORIES:GENERAL SESSION LOCATION:Red Cedar\, East Lansing\, MI\, USA SEQUENCE:0 UID:efd14cc717657b3de39e1724298d57f1 URL:http://talkingaac2026.sched.com/event/efd14cc717657b3de39e1724298d57f1 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261105T200000Z DTEND:20261105T210000Z SUMMARY:SEMS Presents Effective Listening for Understanding\, Trust\, and Collaboration DESCRIPTION:Our family and school communities are dealing with a lot of heavy topics these days. We are so rooted in trying to problem solve\, that when we speak with one another\, we aren’t truly listening to what the other person is saying … instead we are trying to solve the problem we believe they are presenting. When people feel unheard\, it leads to avoidable conflict and discord among parents and school communities. What if instead of rushing through every conversation like it’s a problem to solve\, we learn to truly listen to one another? Effective school and parent relationships are built on trust. Listening for deep understanding\; the “why” behind what is being said\, is a powerful tool for building mutual understanding\, strengthening relationships\, and fostering collaboration. CATEGORIES:VENDOR SESSION LOCATION:Centennial\, East Lansing\, MI\, USA SEQUENCE:0 UID:5ba8e10c5a8f06b72cdd26b8eecef96c URL:http://talkingaac2026.sched.com/event/5ba8e10c5a8f06b72cdd26b8eecef96c END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261105T210000Z DTEND:20261105T213000Z SUMMARY:#TalkingAAC Merchandise Sales DESCRIPTION:\n CATEGORIES:MERCHANDISE SALES LOCATION:South Lobby\, East Lansing\, MI\, USA SEQUENCE:0 UID:be77c6d5de4ba902ba3fd4683dd8d063 URL:http://talkingaac2026.sched.com/event/be77c6d5de4ba902ba3fd4683dd8d063 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261105T210000Z DTEND:20261105T213000Z SUMMARY:Vendor Fair DESCRIPTION:\n CATEGORIES:VENDOR FAIR LOCATION:Big Ten A & B\, East Lansing\, MI\, USA SEQUENCE:0 UID:e3374453a9cc03c8042e0b6841ae43d6 URL:http://talkingaac2026.sched.com/event/e3374453a9cc03c8042e0b6841ae43d6 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261106T000000Z DTEND:20261106T020000Z SUMMARY:Speak Freely with AAC: A Free Social & Networking Evening Event DESCRIPTION:Step through the hidden door into an evening of connection\, conversation\, and a little Prohibition-era mischief. Show your stamped conference passport (collected from vendor visits throughout the day) to gain entry\, then settle in for drinks\, sinful sweets\, low-lit lounge vibes\, a photo booth\, games\, and prizes. Quiet corner available for those needing a lower-sensory space. Casual and easygoing — just good company to close out the day.\nPlease add to your scheudle to RSVP for this evening event. CATEGORIES:ALL ATTENDEES LOCATION:Red Cedar\, East Lansing\, MI\, USA SEQUENCE:0 UID:da5108ca9a88df38dd350d3b24e1e5b7 URL:http://talkingaac2026.sched.com/event/da5108ca9a88df38dd350d3b24e1e5b7 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261106T000000Z DTEND:20261106T020000Z SUMMARY:#TalkingAAC Merchandise Sales DESCRIPTION:\n CATEGORIES:MERCHANDISE SALES LOCATION:South Lobby\, East Lansing\, MI\, USA SEQUENCE:0 UID:b23b5be5845d0efeef7b60859308dce4 URL:http://talkingaac2026.sched.com/event/b23b5be5845d0efeef7b60859308dce4 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261106T123000Z DTEND:20261106T133000Z SUMMARY:Light Continental Breakfast DESCRIPTION:\n CATEGORIES:MEAL LOCATION:Big Ten A & B\, East Lansing\, MI\, USA SEQUENCE:0 UID:16195414e627b58d416a957f529a619f URL:http://talkingaac2026.sched.com/event/16195414e627b58d416a957f529a619f END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261106T123000Z DTEND:20261106T133000Z SUMMARY:Vendor Fair DESCRIPTION:\n CATEGORIES:VENDOR FAIR LOCATION:Big Ten A & B\, East Lansing\, MI\, USA SEQUENCE:0 UID:d139aa303b58beb37adcf9264be9cda0 URL:http://talkingaac2026.sched.com/event/d139aa303b58beb37adcf9264be9cda0 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261106T133000Z DTEND:20261106T144500Z SUMMARY:Become a Keyguard Creator: A Beginner's Walk Through of 3D Printing DESCRIPTION:Let’s design a keyguard in real time!! Many learners are not able to access more robust vocabularies due to current motoric & visual abilities. Keyguards are a tool that sustains direct access instead of deviating to alternative access methods when fine motor and visual motor coordination are interfering. They support learners to have fewer mis-hits\, better confidence\, reduced cognitive load\, and overall communication success. They allow us to keep a larger vocabulary with a sustained motor plan. 3D designs can even be created for temporary button masking for explicit motor plan teaching within direct instruction moments. These tools have become easier to obtain and trial due to 3D printing. Customizations and individualizations are now easier to design and print on your own. You don’t have to be super techy or know how to code to realize a 3D print keyguard solution\n\nThis session will take you from a keyguard idea to a downloadable file for 3D printing. We will walk through using screenshots and measurements to create a design that best fits an AAC user’s needs. A clear introduction to powerful\, free tools like Volkswitch\, InkScape\, OpenSCAD\, and MakerWorld will be presented. Follow along to learn the method to print your design on paper before you send it to the printer. We will also consider when to use Gemini AI as a creative partner to co-create and troubleshoot designs and printing.\n\nDon’t have a local 3D or laser printer? No problem - we will end with specific resources for taking your files to get them generated and in student hands. Leave with additional resources to continue advancing your 3D creation and printing skills. \;\n\nWhether a permanent solution or try before you buy\, 3D printing a custom keyguard is a readily available AAC accessory that can dramatically improve an individual’s independent access to a robust dynamic communication system. CATEGORIES:GENERAL SESSION LOCATION:Auditorium\, East Lansing\, MI\, USA SEQUENCE:0 UID:ac3194c3d2bbe259d08fa87b6df4a899 URL:http://talkingaac2026.sched.com/event/ac3194c3d2bbe259d08fa87b6df4a899 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261106T133000Z DTEND:20261106T144500Z SUMMARY:Bridging the Graduation Gap: Supporting AAC From School to Adulthood DESCRIPTION:For young adults who use AAC\, the transition out of school can mean losing access to the very system that supports their ability to communicate. This session addresses that gap and what teams can do to prevent it.\n\nParticipants will explore a framework for transition planning that keeps the AAC user’s own communication priorities at the center. Supporting topics include developing a post-graduation plan of care\, building team support across school and adult service settings\, navigating workplace communication needs\, and securing device funding for individuals who do not own their AAC system.\n\nThis session is relevant to AAC users\, families\, SLPs\, educators\, and others who want practical strategies for ensuring communication independence doesn’t stall at graduation. Attendees will leave with a clearer roadmap for collaboration between school-based and outpatient teams\, so that transition becomes a bridge\, not a barrier. CATEGORIES:GENERAL SESSION LOCATION:Room 103 A & B\, East Lansing\, MI\, USA SEQUENCE:0 UID:44f4edd0f0bd093c0908073243f63605 URL:http://talkingaac2026.sched.com/event/44f4edd0f0bd093c0908073243f63605 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261106T133000Z DTEND:20261106T144500Z SUMMARY:Enhancing AAC Intervention Through Music: A Music Therapist’s Approach for SLPs DESCRIPTION:AAC devices are only as effective as the environments in which they are used. While SLPs lead AAC implementation\, communication does not happen in isolation—and some powerful opportunities for language learning are \;happening in music therapy sessions! This session highlights how to harness those moments to support communication.\n\nDespite increased access to AAC systems\, many individuals still lack consistent\, meaningful opportunities to use them across environments. Music therapy sessions naturally incorporate rhythm\, repetition\, predictability\, and high levels of engagement\; elements that align closely with principles of language development and AAC best practice. However\, these opportunities are often underutilized or not translated into other therapeutic contexts.\n\nThis presentation will demonstrate how AAC is actively used within music therapy sessions to support communication development. Through video examples\, participants will observe how aided language modeling\, core vocabulary\, and communication opportunities are embedded into musical experiences in functional and meaningful ways.\n\nThe primary focus of the session is on practical application. Participants will learn specific\, transferable strategies that can be used beyond music therapy\, including:\nUsing familiar songs to target core vocabularyStructuring predictable routines to support participation and initiationEmbedding AAC into highly motivating activitiesIncreasing opportunities for modeling and communicative attemptsThese strategies are designed to be immediately applicable within speech-language therapy sessions\, regardless of musical background. No prior musical experience is required\, and strategies will be presented in a way that is accessible and achievable for all clinicians.\n\nIn addition\, the session will address how SLPs and music therapists can collaborate CATEGORIES:GENERAL SESSION LOCATION:Lincoln\, East Lansing\, MI\, USA SEQUENCE:0 UID:20a65c9b6d0dba9fbfba5ad038e0fc11 URL:http://talkingaac2026.sched.com/event/20a65c9b6d0dba9fbfba5ad038e0fc11 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261106T133000Z DTEND:20261106T144500Z SUMMARY:From Support to Partnership: SLPs as Collaborative Co-Teachers DESCRIPTION:Speech-language pathologists are increasingly called to move beyond pull-out service delivery and consultation models toward meaningful\, embedded collaboration in classroom environments. This presentation will explore how SLPs can shift from a role of “supporting” instruction from the outside to becoming true instructional partners through collaborative co-teaching. With a focus on AAC users and students with complex communication needs\, participants will examine practical ways to integrate communication supports into daily classroom routines\, academic instruction\, and peer interactions.\n\nThis session will highlight how co-teaching allows SLPs and educators to share responsibility for student access\, participation\, and communication growth. Rather than viewing AAC as a tool used only during speech sessions or isolated activities\, participants will learn how AAC can become part of the classroom culture through modeling\, shared planning\, environmental supports\, and intentional opportunities for authentic communication. The presentation will include examples of collaborative planning\, classroom-based language targets\, aided language input\, and strategies for supporting both educators and students during instruction.\n\nParticipants will also consider common barriers to collaboration\, including scheduling\, role confusion\, limited AAC confidence\, and differing expectations between professionals. Practical solutions will be shared to help teams build trust\, define roles\, and create sustainable systems for co-teaching. Emphasis will be placed on strengths-based collaboration\, shared problem-solving\, and honoring the expertise of both SLPs and classroom educators.\n\nBy the end of the session\, participants will leave with concrete strategies for developing effective co-teaching partnerships\, embedding AAC across the school day\, and increasing meaningful communication opportunities for students. This presentation is designed for SLPs\, educators\, and related service providers who want to move from service delivery that happens near the classroom to communication support that is fully integrated within it. CATEGORIES:GENERAL SESSION LOCATION:Big Ten C\, East Lansing\, MI\, USA SEQUENCE:0 UID:235cfc0d2262a4432ef1e78dc9081e74 URL:http://talkingaac2026.sched.com/event/235cfc0d2262a4432ef1e78dc9081e74 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261106T133000Z DTEND:20261106T144500Z SUMMARY:Step Inside the Classroom: An Immersive\, Fast-Paced Journey Through Emergent Literacy and AAC DESCRIPTION:Experience comprehensive literacy instruction from the user’s perspective in this 75-minute\, highly interactive\, and immersive training session. Designed for educators seeking actionable strategies for emergent learners who use Augmentative and Alternative Communication (AAC)\, this workshop skips the traditional lecture and drops you directly into the student experience. Attendees will assume the roles of students who rely on AAC systems\, navigating real-world classroom barriers and breakthroughs while learning exactly how to implement four of the core components of a comprehensive emergent literacy framework.\n\nThe heart of the session is a fast-paced\, 17-minute rotational circuit. Moving through four distinct instructional modules\, participants will actively engage in live\, simulated lessons modeled by experienced educators. The four specialized modules include:\nRobust Vocabulary Instruction: \;Learn how to select\, introduce\, and deeply teach high-utility core and fringe vocabulary words using explicit instruction and multi-modal AAC modeling.Shared Reading: \;Experience the "Comment\, Ask\, Respond" interaction technique to maximize student engagement and language learning during group or one-on-one reading.Predictable Chart Writing: \;Participate in a structured\, multi-day writing process that teaches emergent communicators sentence structure\, print concepts\, and the power of their own words.Alphabet & Phonological Awareness: \;Discover explicit and accessible methods for teaching letter names\, letter sounds\, and phonological concepts without requiring spoken responses.By rotating through every station\, attendees will experience literacy instruction through the eyes of a student. You will leave this high-energy session not just with a conceptual understanding of emergent literacy\, but with the practical\, firsthand insight needed to immediately design and conduct accessible and engaging\, comprehensive literacy lessons in your own classroom or district.\n\nThis room will have concurrent sessions occurring - please make considerations for hearing needs. CATEGORIES:GENERAL SESSION LOCATION:104/105 A & B\, East Lansing\, MI\, USA SEQUENCE:0 UID:563b15ff60b994ddd4033c4847c38b5d URL:http://talkingaac2026.sched.com/event/563b15ff60b994ddd4033c4847c38b5d END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261106T133000Z DTEND:20261106T144500Z SUMMARY:School Health Presents: Literacy and Communication Development Through AAC and Assistive Technology DESCRIPTION:As our schools continue to focus on literacy development\, we still experience gaps for some of our neurodiverse students who may have issues surrounding both areas. Professionals debate the best strategies for support while the outside world focuses on “standardization” and whether tools for support are “cheating.” Ironically\, AAC in all forms can be utilized to enhance literacy development and takes into account gaps where even neurotypical students may have difficulty communicating ideas.\n \nThis presentation focuses on how the integration of AAC does actually assist students in both literacy and communication. We will spend time with both hardware and software in an effort to add a layer of consistency in how these areas can be reinforced allowing for students of all abilities to engage to the best of their own abilities while understanding the range of abilities in their peers.\n \nWe will start by looking at “hardware” on the no-tech\, low tech\, and mid-tech sides of AAC. Through the use of these tools in a more holistic manner and with a differentiated purpose can augment how all students are developing their skills. By looking at items like static communication boards and platforms as well as both single-message and multi-message communicators\, we can begin to redesign how these are being used with the impact of reaching more students. We will also touch upon how various reader pens can move that approach to literacy along as the students develop their core skills.\n\nWe will then approach “software” and look at how it can be that support in multiple manners as well. We find that there are a lot of programs that meet specific needs. Those are very effective in the cases of an individual. However\, there are also other programs that can be used by larger groups of students with the intent of creating support structures that meet the demands of higher levels of education necessary for life beyond school.\nWe will have time for brainstorming\, interacting with devices\, and questions so that the attendees can walk out of the session with ideas that can be incorporated immediately. CATEGORIES:VENDOR SESSION LOCATION:Centennial\, East Lansing\, MI\, USA SEQUENCE:0 UID:1935c2924c93c12d57e1e2d5bf4e82de URL:http://talkingaac2026.sched.com/event/1935c2924c93c12d57e1e2d5bf4e82de END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261106T150000Z DTEND:20261106T161500Z SUMMARY:AAC All Day: Communication as the Foundation of Learning and Life DESCRIPTION:Special Education Teachers play a critical role in providing AAC supports to students with disabilities in the learning environment. Because most teachers do not possess the skills of a Speech Language Pathologist/Therapist\, it is difficult for them to believe that they can\, and should\, provide AAC supports on a daily basis. Often there is inadequate training on the “how to” and the “why” of providing supports that students require in order to learn and demonstrate their knowledge. \;\n\nWhen educators begin to think about AAC as a means to \;talk about the content \;it can become easier to integrate into the daily instruction. This session will demonstrate how educators can integrate AAC devices into the course of the day: all day\, every day\, impacting how students who use AAC can see themselves as communicators. CATEGORIES:GENERAL SESSION LOCATION:Big Ten C\, East Lansing\, MI\, USA SEQUENCE:0 UID:9073f2b491d74a12cd89a831ab6f3bbe URL:http://talkingaac2026.sched.com/event/9073f2b491d74a12cd89a831ab6f3bbe END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261106T150000Z DTEND:20261106T161500Z SUMMARY:From "Wing It" to Intentional: A Communication Partner Skill-Building Collaborative Journey DESCRIPTION:What happens when you walk into a classroom to coach AAC implementation and realize one staff member was hired last week and the other has been there for fifteen years?\n\nThis session follows one SLP's journey from well-meaning but directionless classroom visits to a structured\, flexible and collaborative coaching model built around a simple but powerful shift: before the AAC learner can build skills\, the communication partner has to. At the heart of the model is a defined set of communication partner skills (or competencies) but what makes it work is who gets to choose. When staff can see their own gaps and select their focus area\, coaching stops feeling like an observation and starts feeling like ownership. CATEGORIES:GENERAL SESSION LOCATION:Lincoln\, East Lansing\, MI\, USA SEQUENCE:0 UID:c6c713b343085f346d94dbef1b012175 URL:http://talkingaac2026.sched.com/event/c6c713b343085f346d94dbef1b012175 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261106T150000Z DTEND:20261106T161500Z SUMMARY:Matching the Moment: Balancing Student Needs and Task Demands for Multimodal Success DESCRIPTION:The transition from "having an AAC tool" to "using it all day" is where implementation often stalls. We frequently encounter device abandonment because it was poorly matched to the task at hand. Let’s move away from a static\, one-system-fits-all approach and toward a dynamic\, multimodal framework. By matching AAC features to a student's daily tasks instead of relying on a single tool\, this session shows how to keep communication functional even in high-stress moments.\nThe session begins by grounding participants in a 'traffic light framework' to navigate decision-making\, highlighting the complex interplay between cognitive\, physical\, and linguistic demands\, access challenges\, and a student’s engagement or motivation.  \;\nIn this hands-on lab\, participants will dive into our onsite AAC library to solve real-world case studies and practice mapping a multimodal toolkit that supports a student’s communication needs across every activity in their day.\nThis session provides a clear rationale for dynamically pivoting between high-tech devices and light-tech systems. When teams adopt this proactive lens\, they honor the AAC user's fluctuating energy and effort. This directly supports autonomy by ensuring the individual always has an accessible way to communicate\, regardless of the environment. Participants will leave with a practical framework to support student communication throughout the day. \; CATEGORIES:GENERAL SESSION LOCATION:Room 103 A & B\, East Lansing\, MI\, USA SEQUENCE:0 UID:ef0910d1bf9f3723f58771d398a87552 URL:http://talkingaac2026.sched.com/event/ef0910d1bf9f3723f58771d398a87552 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261106T150000Z DTEND:20261106T161500Z SUMMARY:United for AAC: Law\, Advocacy\, and Action DESCRIPTION:The saying\, “It takes a village” is a fundamental truth for professionals who are dedicated to supporting individuals with complex communication needs. They must work within multidisciplinary teams\, navigate complicated systems\, and use advanced clinical expertise to ensure individuals have a voice. Professionals and caregivers bear the full weight of assessing and implementing AAC while also addressing the many advocacy needs around AAC. They are tasked with constantly championing AAC representation in schools\, health systems\, and in the community. Professionals who support individuals with AAC are constantly faced with systemic barriers that affect access to care\, cause ethical dilemmas\, and can impact interprofessional care. Hurdles include battling with insurance after multiple denials to have devices approved\, facing limitations for funding and staffing within their organizations\, and supporting complex family systems. Often\, these barriers are related to national and state laws that govern systems that AAC users interact with daily. \n\nThis session will empower professionals in understanding the specific special education and health care laws that impact AAC care delivery. Participants will examine common barriers across settings\, including schools and medical arenas\, and discuss current legal frameworks that should guide decision making regarding access to AAC devices and services. Avenues for advocacy and systems change will be explored during the session. Moving beyond identification\, participants will explore collaborative strategies to support interprofessional practice within education\, health care\, and administration. Finally\, participants will evaluate their current service delivery models to identify "friction points" and ways to address these barriers to ensure that\, despite different approaches and professional limitations\, the advocacy efforts are re-centered on the individual AAC user. The ultimate objective of this presentation is for participants to generate a concrete\, actionable roadmap that is informed by current laws and policies to support the provision of best practices in AAC. CATEGORIES:GENERAL SESSION LOCATION:Auditorium\, East Lansing\, MI\, USA SEQUENCE:0 UID:c01a0d8c2220efc30990572a25bad50d URL:http://talkingaac2026.sched.com/event/c01a0d8c2220efc30990572a25bad50d END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261106T150000Z DTEND:20261106T161500Z SUMMARY:AssistiveWare Sponsored Movie Screening - All of Us: Inside a School That Breaks the Mold DESCRIPTION:\n CATEGORIES:VENDOR SESSION LOCATION:Centennial\, East Lansing\, MI\, USA SEQUENCE:0 UID:07611508dce12de10ce7020cd4a6ffeb URL:http://talkingaac2026.sched.com/event/07611508dce12de10ce7020cd4a6ffeb END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261106T161500Z DTEND:20261106T171500Z SUMMARY:Lunch Break DESCRIPTION:\n CATEGORIES:MEAL LOCATION:Big Ten A & B\, East Lansing\, MI\, USA SEQUENCE:0 UID:accf3f24746bae2f07864fe1433c2f87 URL:http://talkingaac2026.sched.com/event/accf3f24746bae2f07864fe1433c2f87 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261106T161500Z DTEND:20261106T171500Z SUMMARY:#TalkingAAC Merchandise Sales DESCRIPTION:\n CATEGORIES:MERCHANDISE SALES LOCATION:South Lobby\, East Lansing\, MI\, USA SEQUENCE:0 UID:6aac7eb007358d53afbbef3089d21e83 URL:http://talkingaac2026.sched.com/event/6aac7eb007358d53afbbef3089d21e83 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261106T161500Z DTEND:20261106T171500Z SUMMARY:Vendor Fair DESCRIPTION:\n CATEGORIES:VENDOR FAIR LOCATION:Big Ten A & B\, East Lansing\, MI\, USA SEQUENCE:0 UID:f029446cec6323ae2618ff0c97f91281 URL:http://talkingaac2026.sched.com/event/f029446cec6323ae2618ff0c97f91281 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261106T171500Z DTEND:20261106T183000Z SUMMARY:From Therapy Hour to All-Day AAC: A Hybrid In-Person and Telepractice Model for Life Skills Classrooms DESCRIPTION:For students with complex communication needs in life skills classrooms\, AAC is most effective when it is woven throughout the school day\, not isolated to therapy sessions. Yet many districts\, especially those in rural or underserved areas\, struggle to provide consistent\, expert-driven AAC support due to staffing shortages\, geographic barriers\, and limited classroom-based AAC training. The result is too often the same: AAC devices that sit unused outside of therapy time\, classroom staff who feel uncertain about how to support communication\, and AAC users whose access to a robust language system is limited to a few minutes per week.\n\nThis session shares a hybrid service delivery model designed to close that gap. Built and refined by Interact Therapy\, the model combines virtual SLP expertise with in-person classroom support so that AAC implementation extends across the full school day. Presenters will share findings from a 12-week mixed-methods case study in a rural public school district\, including a 42% increase in student AAC usage\, 70% of participating students showing more independent communication attempts\, and 100% of classroom staff reporting improved confidence in supporting AAC. This work was selected as a 2025 ASHA Convention Centennial Session for its potential to shape future practice in telepractice and AAC service delivery.\n\nBeyond the data\, attendees will leave with practical tools developed through the project\, including a staff competency checklist\, a weekly planning template\, and a communication opportunity matrix that maps AAC use across classroom routines. The session will include time for small-group discussion of common implementation barriers and table-based work applying the tools to attendees' own settings.\n\nThis session is especially relevant for school-based SLPs\, classroom teachers and paraprofessionals\, district administrators\, telepractice providers\, and AAC specialists. Family members and AAC users are warmly invited\; their perspectives on what truly all-day AAC access looks and feels like are central to the work this model supports. CATEGORIES:GENERAL SESSION LOCATION:Lincoln\, East Lansing\, MI\, USA SEQUENCE:0 UID:a7eb88613c945fe717d079863fc24193 URL:http://talkingaac2026.sched.com/event/a7eb88613c945fe717d079863fc24193 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261106T171500Z DTEND:20261106T183000Z SUMMARY:Meaningful Goals and Supportive Instruction for Early AAC Learners DESCRIPTION:What comes first\, the chicken or the egg? The same may be said of meaningful goals and skill-building interactions and instruction for early AAC learners. This 2-part session will begin with a deep dive into drafting meaningful goals for early AAC learners\, then shift to explore opportunities and examples of skill-building interactions and instructional activities.\n \nEarly AAC learners who are developing skills related to engaging with their AAC often learn and interact in ways that are dynamic\, may be difficult to describe and quantify\, and are often on timelines that do not fit neatly into an IEP cycle. This poses a notable challenge for writing IEP goals\, that by design\, focus on students demonstrating defined skills in identified contexts. Another factor is that there is substantial onus on communication partners to provide ample aided language input\, and responsive\, skill-building feedback to support learning and foster foundational language development. \n\nThis session will look at the components of a goal and outline a framework for drafting goals that reflect the necessary learner + communication partner contributions for learning and engaging with AAC. This framework guides a goal writing process that: 1) describes student skills in nuanced ways\, 2) considers a range of goal targets informed by communicative competencies\, 3) includes necessary conditions for learning such as partner input and feedback\, and 4) formulates goal criteria that reflects increases in consistency over time\, and across partners and environments. A link to a workbook will be provided that participants can use and replicate to guide their goal-writing practices\, and guide collaborative goal writing in teams.\n \nThe second part of this session will explore opportunities to develop AAC learner skills across communicative competencies. Through examples and discussion participants will engage in action-planning related to operational competencies. Participant input and contributions will guide conversation and exploration of resources to support social and strategic competencies. Linguistic competence will be discussed with a focus on the descriptive teaching approach. Sample lessons will be shared and developed to systematically identify the “language of the lesson”\; purposeful vocabulary selection to shape AAC learning and concept development of key ideas across multiple and varied activities. CATEGORIES:GENERAL SESSION LOCATION:Big Ten C\, East Lansing\, MI\, USA SEQUENCE:0 UID:d3fc1dbe4b87b91f72a8efed5e4df087 URL:http://talkingaac2026.sched.com/event/d3fc1dbe4b87b91f72a8efed5e4df087 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261106T171500Z DTEND:20261106T183000Z SUMMARY:Rethinking Our Role and Response to Communicative Behaviors DESCRIPTION:When a student "acts out\," what are they truly telling us? For students with complex communication needs\, behavior is often the most powerful—and sometimes only—tool available to express unmet needs. This interactive session challenges educators to shift their perspective from seeking compliance to fostering connection and understanding.\n\nParticipants will begin by reflecting on how their own beliefs\, biases\, and reactions shape their responses to student behavior. We will explore the neuroscientific link between anxiety and regulation and introduce the concept of interoception—the "eighth sense" that helps students recognize internal body signals like hunger\, pain\, or distress. By moving toward an interoceptive approach\, educators can support a student’s unique inner experience rather than forcing them to mask it.\n\nTo support this shift\, we will discuss a variety of strategies to utilize Augmentative and Alternative Communication to support student regulation\, autonomy\, and communication needs\, especially in moments of communication breakdown. We will explore how robust modeling provides students with the essential vocabulary for self-advocacy and emotional expression before an escalation occurs. Furthermore\, we will examine how to use AAC to validate a student's autonomy—honoring "no" or "stop" through their device to reduce the need for physical resistance. By providing a reliable voice during high-stress moments\, we can decrease the communicative breakdown that often leads to dysregulation.\n\nThrough hands-on practice\, attendees will learn to use a Communicative Behavior Inventory framework to attribute meaning to specific behaviors and plan adult responses that prioritize co-regulation over control. Together\, we will walk away with concrete strategies to support students in communicating even in their toughest moments. CATEGORIES:GENERAL SESSION LOCATION:Auditorium\, East Lansing\, MI\, USA SEQUENCE:0 UID:0b961a37a9d13b0416e86942378354a5 URL:http://talkingaac2026.sched.com/event/0b961a37a9d13b0416e86942378354a5 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261106T171500Z DTEND:20261106T183000Z SUMMARY:Step Inside the Classroom: An Immersive\, Fast-Paced Journey Through Emergent Literacy and AAC DESCRIPTION:Experience comprehensive literacy instruction from the user’s perspective in this 75-minute\, highly interactive\, and immersive training session. Designed for educators seeking actionable strategies for emergent learners who use Augmentative and Alternative Communication (AAC)\, this workshop skips the traditional lecture and drops you directly into the student experience. Attendees will assume the roles of students who rely on AAC systems\, navigating real-world classroom barriers and breakthroughs while learning exactly how to implement four of the core components of a comprehensive emergent literacy framework.\n\nThe heart of the session is a fast-paced\, 17-minute rotational circuit. Moving through four distinct instructional modules\, participants will actively engage in live\, simulated lessons modeled by experienced educators. The four specialized modules include:\nRobust Vocabulary Instruction: \;Learn how to select\, introduce\, and deeply teach high-utility core and fringe vocabulary words using explicit instruction and multi-modal AAC modeling.Shared Reading: \;Experience the "Comment\, Ask\, Respond" interaction technique to maximize student engagement and language learning during group or one-on-one reading.Predictable Chart Writing: \;Participate in a structured\, multi-day writing process that teaches emergent communicators sentence structure\, print concepts\, and the power of their own words.Alphabet & Phonological Awareness: \;Discover explicit and accessible methods for teaching letter names\, letter sounds\, and phonological concepts without requiring spoken responses.By rotating through every station\, attendees will experience literacy instruction through the eyes of a student. You will leave this high-energy session not just with a conceptual understanding of emergent literacy\, but with the practical\, firsthand insight needed to immediately design and conduct accessible and engaging\, comprehensive literacy lessons in your own classroom or district.\n\nThis room will have concurrent sessions occurring - please make considerations for hearing needs. CATEGORIES:GENERAL SESSION LOCATION:104/105 A & B\, East Lansing\, MI\, USA SEQUENCE:0 UID:114f44072b27295e39d852355950de3b URL:http://talkingaac2026.sched.com/event/114f44072b27295e39d852355950de3b END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261106T171500Z DTEND:20261106T183000Z SUMMARY:They Never Use It: Navigating AAC Rejection\, Refusal or Abandonment DESCRIPTION:A lot of work goes into prescribing and obtaining an AAC device for individuals who cannot rely on speech for effective communication. But putting a device in front of an individual is only the beginning of the journey. Unfortunately\, AAC devices are often abandoned (or worse\, rejected) by users. Using AAC effectively is a difficult process that involves a variety of motivational factors\, including physical access\, opportunity for use\, acceptance of format and committed communication partners. When one of these elements breaks down\, AAC use can decline significantly. This session will address a variety of reasons for AAC device abandonment/rejection/refusal and will propose strategies to rejuvenate and inspire use. CATEGORIES:GENERAL SESSION LOCATION:Room 103 A & B\, East Lansing\, MI\, USA SEQUENCE:0 UID:ae8c2ff5d9d5c1910ea22cb16d7af247 URL:http://talkingaac2026.sched.com/event/ae8c2ff5d9d5c1910ea22cb16d7af247 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261106T171500Z DTEND:20261106T183000Z SUMMARY:PRC-Saltillo Presents: Beyond Vocabulary: Using Unity AAC Tools to Support Academic Participation DESCRIPTION:Augmentative and Alternative Communication (AAC) applications provide robust instructional tools that can support student access\, participation\, communication\, and independence across academic environments. While AAC systems are often viewed primarily as tools for expressive communication\, many also contain built-in features that can be leveraged to support literacy\, classroom engagement\, organization\, and self-advocacy. Understanding how to integrate these tools into daily instruction can help educators and service providers create more inclusive learning opportunities for students who use AAC.\n\nThis interactive conference session will examine the use of Unity AAC\, with emphasis on integrated tools that extend beyond core vocabulary access. A brief introductory review of Unity will be provided for participants who are less familiar with the system\; however\, the session will not focus on reviewing or practicing Unity vocabulary. Instead\, participants will engage in structured small-group exploration of selected Unity features and discuss how these tools can be incorporated into classroom instruction and educational routines. Each small group will examine specific features\, identify potential instructional applications\, and consider how the tools may support student engagement\, academic achievement\, and independent participation.\n\nUnity tools to be explored include Notepad\, Whiteboard\, Photo Album\, Place Cursor\, Share to Apps\, and Voice Assistants. Through guided discussion and collaborative problem-solving\, participants will analyze how these features may be used to support literacy development\, written expression\, note-taking\, comprehension\, classroom participation\, organization\, social interaction\, and student self-advocacy. Groups will also discuss potential barriers to implementation and generate practical strategies for overcoming those challenges in a variety of educational settings.\n\nFollowing small-group discussions\, participants will share their observations\, ideas\, and implementation strategies with the larger audience. This whole-group debrief will provide an opportunity to learn from multiple perspectives\, exchange best practices\, and develop a broader understanding of how Unity tools can be used to support students across diverse academic environments. Attendees are encouraged to bring an iPad with the Unity Discover app installed\, if possible\; a limited number of devices will be available for participant use during the session. CATEGORIES:VENDOR SESSION LOCATION:Centennial\, East Lansing\, MI\, USA SEQUENCE:0 UID:772283f8439b715491899ada725f1c00 URL:http://talkingaac2026.sched.com/event/772283f8439b715491899ada725f1c00 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261106T183000Z DTEND:20261106T184500Z SUMMARY:Snack Break DESCRIPTION:\n CATEGORIES:MEAL LOCATION:Big Ten A & B\, East Lansing\, MI\, USA SEQUENCE:0 UID:2c30b85e2f19f4c6f69b810e4f213ff8 URL:http://talkingaac2026.sched.com/event/2c30b85e2f19f4c6f69b810e4f213ff8 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261106T184500Z DTEND:20261106T194500Z SUMMARY:Closing Keynote: A Personal Journey of Eye Gaze AAC\, Inclusion\, and Belonging DESCRIPTION:\n CATEGORIES:ALL ATTENDEES LOCATION:Big Ten A & B\, East Lansing\, MI\, USA SEQUENCE:0 UID:73462b166208f49f0a52030bdd9b5298 URL:http://talkingaac2026.sched.com/event/73462b166208f49f0a52030bdd9b5298 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T020428Z DTSTART:20261106T194500Z DTEND:20261106T200000Z SUMMARY:#TalkingAAC Merchandise Sales DESCRIPTION:\n CATEGORIES:MERCHANDISE SALES LOCATION:South Lobby\, East Lansing\, MI\, USA SEQUENCE:0 UID:cfbd951077f337bd7f6a0ad600657c51 URL:http://talkingaac2026.sched.com/event/cfbd951077f337bd7f6a0ad600657c51 END:VEVENT END:VCALENDAR