About this resource
Small changes to classroom communication help many students. This checklist covers teacher talk, visual supports, AAC availability and modelling, giving instructions, opportunities for peer interaction and the acoustic environment, with an action table.
Purpose
To make classrooms easier places to understand and be understood.
Who it is for
Primary profession: Speech pathologists. Also relevant for educators and school support staff.
Client or participant group: Teachers and speech pathologists.
Practice setting: Primary and secondary classrooms.
Suggested uses
- Classroom observations
- Collaborative consultation
- Supporting students with language needs
- Whole-class adjustments
Instructions for practitioners
- Complete collaboratively with the teacher.
- Focus on whole-class strategies first.
- Choose one or two changes.
- Review together.
Accessibility considerations
Editable HTML source available for adaptation.
Scope and limitations
A checklist.
Research basis
Clear expectations, explicit teaching of routines and frequent positive feedback are evidence-based classroom practices; adjustments for students with disability are required under the Disability Standards for Education. Training communication partners improves communication for people who use AAC and people with aphasia.
- Australian Government. Disability Standards for Education 2005. https://www.education.gov.au/disability-standards-education-2005
- Kent-Walsh, J., Murza, K. A., Malani, M. D., & Binger, C. (2015). Effects of Communication Partner Instruction on the Communication of Individuals using AAC: A Meta-Analysis. Augmentative and Alternative Communication, 31(4), 271–284. https://doi.org/10.3109/07434618.2015.1052153
- Simmons-Mackie, N., Raymer, A., & Cherney, L. R. (2016). Communication Partner Training in Aphasia: An Updated Systematic Review. Archives of Physical Medicine and Rehabilitation, 97(12), 2202–2221.e8. https://doi.org/10.1016/j.apmr.2016.03.023
- Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31, 351–380. https://doi.org/10.1353/etc.0.0007
What is included
A 2-page printable A4 PDF, including a practitioner notes page with the research basis (version 1.0).
Originality
Original Practitioner Plus content: wording, activity structure, layout and icons were created for this resource. No third-party worksheets, illustrations or text were reproduced.
