Teaching the Exceptional Learner MTE/512

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Lesson Review and Adaptation for Students Who Use AAC

Jason Fisher

University of Phoenix

MTE/512 Teaching The Exceptional Learner

Jody Leeds

June 22, 2026

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Lesson Review and Adaptation for Students Who Use AAC

Summary of Changes

The original 15-minute whole-class lesson asked second-grade students to identify the

main topic of an informational text through teacher modeling, partner discussion, a graphic

organizer, and an exit ticket. The adapted 25-minute lesson retains the grade-level expectation

while providing access for three students with autism who use augmentative and alternative

communication (AAC). Changes include a visual schedule, reduced language load, explicit

vocabulary instruction, symbol-supported text, shorter instructional steps, extended wait time,

and multiple response options. The teacher models language on AAC, creates opportunities to

comment and answer, and uses a least-to-most prompting hierarchy followed by prompt fading.

Students may respond by selecting symbols, pointing, speaking, or generating a message on their

communication system; the academic construct remains identification of the main topic.

Formative data record accuracy, communication function, and level of independence during

guided practice. The summative task requires students to identify the main topic in two passages

and support one choice with a key detail. These adaptations address IEP communication goals,

reduce barriers for learning, and preserve meaningful access to Washington's grade-level ELA

standard.

Original Mini-Lesson

The original Grade 2 English language arts lesson provided 15 minutes of whole-class

instruction on Washington standard RI.2.2: identifying the main topic of a multiparagraph text

and the focus of specific paragraphs (Office of Superintendent of Public Instruction [OSPI],

n.d.). Students viewed a photograph, listened to a teacher think-aloud, discussed the text with a

partner, completed a graphic organizer, and submitted an exit ticket. The objective was to

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identify the main topic and one supporting detail with 80% accuracy. Observation and partner

responses supplied formative evidence, while the exit ticket measured independent performance.

However, rapid verbal discussion, partner-controlled pacing, and required handwriting could

prevent AAC users from demonstrating comprehension accurately.

Adapted Mini-Lesson

For planning purposes, the small group includes three students with present levels.

Student A independently navigates a speech-generating device but needs extra time to compose

multisymbol messages. Student B uses a six-symbol communication page and reliably answers

forced-choice questions but seldom initiates comments. Student C combines emerging speech,

gestures, and a core board and needs support to sustain reciprocal turns. Each student's IEP,

vocabulary, motor access, and sensory plan must govern instruction.

The academic objective is to identify the main topic in three of four opportunities and

select one supporting detail. The communication objective is to complete at least two turns by

answering, commenting, confirming, disagreeing, or requesting help. Explicit instruction, visual

supports, aided language modeling, and Universal Design for Learning make comprehension

visible and offer multiple ways to access and express learning (CAST, 2024; Nowell et al.,

2022). These adaptations meet IDEA's definition of specially designed instruction by adjusting

methodology and delivery while preserving access to the general curriculum (34 C.F.R. §

300.39(b)(3)). IEP teams must consider communication and assistive-technology needs (34

C.F.R. §§ 300.105, 300.324).

Instruction begins with a visual schedule and an AAC access check. Using a photograph,

the teacher introduces main topic and key detail, models symbols without demanding imitation,

and reads two short passages in chunks. Students highlight repeated ideas, select or generate a

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topic, and complete structured peer turns using "My topic is [topic] because [detail]." After 5-10

seconds of wait time, the teacher applies least-to-most prompts: visual cue, gesture, indirect

verbal cue, and model. Prompt levels are recorded and faded. Communication receives natural

reinforcement through acknowledgment and continued interaction.

Accommodations include uncluttered symbol-supported text, chunked directions,

extended processing time, visual choices, read-aloud access when decoding is not assessed, a

visual timer, regulation breaks, and a low-tech backup board. These supports preserve RI.2.2.

Reducing the text to one paragraph or limiting choices to two would be a modification and

should occur only if specified in the IEP.

Formative data capture main-topic accuracy, communicative function, latency, response

mode, and independence across four trials. The summative task uses two unfamiliar passages:

students identify both topics and provide one supporting detail. Three of four points indicates

lesson-level success. Content accuracy is scored separately from communication form. The same

AAC systems and prompting rules are used during teaching and assessment, aligning evidence

with a typical IEP goal for answering comprehension questions or expressing related ideas with

decreasing prompts across repeated sessions.

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References

CAST. (2024). CAST Universal Design for Learning Guidelines version 3.0.

https://udlguidelines.cast.org/

Nowell, S., Sam, A., Waters, V., Dees, R., & AFIRM Team. (2022). Augmentative & alternative

communication. University of North Carolina at Chapel Hill, Frank Porter Graham Child

Development Institute. https://afirm.fpg.unc.edu/wp-content/uploads/Augmentative-

Alternative-Communication-Brief-Packet-Nowell-et-al-2022.pdf

Office of Superintendent of Public Instruction. (n.d.). English language arts learning standards.

https://ospi.k12.wa.us/student-success/resources-subject-area/english-language-

arts/english-language-arts-learning-standards

U.S. Department of Education. (n.d.). Individuals with Disabilities Education Act regulations:

Part B. https://sites.ed.gov/idea/regs/b/