Speakers: Rachel Young and Valerie Chapman‑Jones
Session Description:
This session explores the importance of providing evidence-based, comprehensive reading instruction for learners with complex communication needs, regardless of age or disability. Grounded in structured literacy principles, participants will learn how to determine whether AAC users are emergent or conventional literacy learners and how to integrate AAC into instruction across phonological awareness, phonics, vocabulary, fluency, and comprehension. The presentation will highlight strategies such as supporting the development of inner speech, using AAC keyboards and icons during literacy instruction, and promoting meaningful participation in reading activities.
Objectives:
- Describe why reading instruction is essential for individuals who use AAC.
- Name effective strategies for integrating AAC into the instruction of the five principles of structured literacy.
- Identify resources to support the implementation of AAC during reading instruction.
Speaker Bios:
Rachel Young, M.S., CCC-SLP, is a Staff Developer with the Lincoln Intermediate Unit. She received a Bachelor’s Degree in Communication Sciences and Disorders and a Master’s Degree in Speech/Language Pathology, both from Indiana University of Pennsylvania. She has experience working with students with complex needs and a variety of AAC.
Valerie Chapman-Jones, M.S., CCCSLP, M.ED., is employed as a Staff Developer (TaC) at the Lincoln Intermediate Unit 12, specializing in supporting
educators working with low-incidence populations. Before this position, she worked as a school-based SLP for nearly 20 years. She received a B.S.Ed. from Kutztown University and a M.S. from Bloomsburg University, majoring in speech-language pathology. She received a M.Ed. from Bowling Green State University with a focus in Assistive Technology and attended Shippensburg University for their special education supervisory coursework program.