As educators we focus on providing the effective intervention strategies, materials, AAC/AT tools and supports that promote active participation, learning and success for our students with severe speech and physical disabilities in their academic and social development. Along with our efforts to put all of this in place it is equally important to focus on systematically fading adult support so that our students develop independence as learners and problem solvers with as much opportunity for uninterrupted student to student interaction as possible in both academic and social contexts.

Promoting independence requires the well-coordinated efforts of many, including peers, and the sharing of information among all involved. This includes information regarding the student’s communication modes and tools, other assistive technology devices and tools, interaction strategies and additional accommodations that allow the student to participate more independently. In order to systematically organize this information, we have adapted “The Participation Model”, a tool developed by David Beukelman and Pat Mirenda to increase academic and social participation in inclusive educational environments. The information shared through the use of this framework can occur through adult modeling during structured activities, during naturally occurring interactive activities, or through direct instruction. As peers demonstrate the ability to interact comfortably and reciprocally with students using AAC, incorporating strategies that allow them to work and play together independently, the adults can step back from direct involvement into a more indirect role. From a distance, the adult can ensure that all students are benefiting from the interaction and meeting their goals. When this is successful, it builds independence and fosters healthy relationships among students.