Communication Domain
Communication Domain
Throughout my teaching, I had never fully encountered students who are unable to communicate without assistance. That all changed at the beginning of 2026 when I started teaching my current adaptive music class (my favorite class, but don't tell my other students!). I chose this domain because it is the one I encounter most often in my adaptive music class, and it affects 90% of the class. I want to gain more knowledge to improve my teaching in my adaptive class.
The communication domain focuses on how language is used in education, specifically, receptive (understanding) and expressive (using) language. Focusing on verbal, non-verbal, written, and signed communication. To quote the book, "It is valuable for music educators to understand that language development is critical to the success of students in the music classroom. If a student cannot understand instruction, their skills and understanding will not increase."
The Research
I have decided to focus my communication domain research on Augmentative Alternative Communication (AAC) devices. While I know that this class focuses on students with special needs in the music classroom, the article I found focuses on AAC devices in the music therapy setting. It is titled Integrating Augmentative and Alternative Communication (AAC) into Music Therapy Practice: Disability-Affirming Applications. There are many music therapy methods that assist in integrating students with special needs into classroom settings.
This article argues that Augmentative and Alternative Communication (AAC) should be a core part of music therapy, not an optional add-on. It explains that while music is expressive, it does not always provide clear, functional communication, so AAC tools (from gestures to high-tech devices) help remove barriers and give individuals more control over their communication. The article quotes:
"While music is an expressive and meaningful form of communication, our viewpoint, shaped by disability-affirming practice and inclusive communication principles, is that music does not replace the need for intentional, referential communication systems, such as AAC. Some music therapists, however, recognize AAC but choose not to integrate it into their practice" (Fuller & Swanson).
The authors frame this idea through disability-affirming approaches, emphasizing that barriers stem from environments and that therapists are responsible for creating accessible, inclusive spaces.
Key points I took away from the article include the importance of consistently integrating AAC into sessions, collaborating with other professionals, improving training for music therapists, and using a range of AAC methods tailored to individual needs. The article also pushes back on the idea that “music alone is enough,” highlighting that AAC supports clearer, more autonomous communication.
What I found most useful is the practical mindset shift: treating AAC as a right and a standard part of practice, rather than something extra. Concrete examples of how AAC can be embedded in music activities also make it feel realistic and applicable, especially in inclusive classrooms or therapy settings.
Activities!
Since most of my students use AAC devices, I have been brainstorming and experimenting with different ways to get the students involved in composing in class. One activity I have found rather effective is creating my own "Picture Exchange Communication System (PECS)". We start every class with body percussion, so I took screenshots and made a PECS board (seen below - this has been edited to include the names of each body percussion so they can see the word AND the picture).
Taking the board, I walk around to the students and say, "point to what you would like", having them pick out 4 options, so they complete a whole measure. I had previously created slides with multiples of each type of body percussion and cut them out so I could display whatever the student chose. So, after each student picked their four beats, I would tape up their choices. By the end of the process, I would have an entire 12-bar body percussion composition. We then played it by itself and then added it to a song of a student's choosing ("Hey Jude" by The Beatles and "Fireflies" by Owl City are the ones we have used so far). One challenge I ran into was having too many choices for the student. If you try this in your own classroom, I recommend narrowing it to 2 options per sheet to reduce the number of overwhelming choices.
Overall, diving into the communication domain, especially AAC devices, has completely shifted how I think about participation and understanding in my classroom. Communication cannot be treated as something separate from music-making, but as something that needs to be intentionally built into it, especially for students with disabilities. Using tools like PECS has made my lessons more accessible and has given my students a clearer way to express their ideas, which in turn makes the music more meaningful for them. Moving forward, I want to keep refining these strategies and continue treating communication supports as a standard part of my teaching, not just an adaptation.
Other Communication Resources
National Institute on Deafness and Other Communication Disorders - This website is from the chapter and offers a wealth of resources on communication disorders, AAC devices, and related topics.
Youtube Video on how to use/normalize using AAC devices (https://youtu.be/AsamibS-N7k?si=e-gnwtwx1-RrkUMf) - In my opinion, a lot of people will not use something they aren't familiar with even though it is made to help a student. This video helped me during our discussion of AAC devices in my undergrad. It is really useful and I highly suggest giving it a watch.
Scholarly Article: Fuller, A., & Swanson, A. (2026). Integrating Augmentative and Alternative Communication (AAC) into Music Therapy Practice: Disability Affirming Applications. Voices: A World Forum for Music Therapy, 26(1). https://doi.org/10.15845/voices.v26i1.4667
PCES Activities for the win!!! There are so many great resources out there as well as the creativity that is given to us to make and use this system for our students. I think this way of learning rocks and really integrates well with the Modern Band idea with activities like Body Percussion where parts of your body acts as parts of a drum kit setup.
ReplyDeleteJess, I love the idea that you created and customized PEC activities! What a wonderful way for students to make decisions about creating music. The resources are also very informative.
ReplyDeleteHello Jess! I love the simplicity of these graphics and how clear they are what the kids need to do. I think the idea of having multiples of them and being able to put them up on the board some how to mix up grooves and play different patterns is a great idea! I have been experimenting with my own two boys (ages 4yo and 6yo) on how to play drums using similar iconic notation. Helping to develop some limb independence / coordination. Learning drum set has been one of my favorite instruments and while I'm no pro drummer I have had the privilege to study a bit with Marc Dicciani at UArts in his summer drum class and he does a ton of research on how drumming (and body percussion) can actually stimulate brain development in TBI and stroke victims etc. It's really cool to think of how these simple body percussion games or patterns can help to develop both their communication and physical control as well!
ReplyDeleteGreat recommendations and support systems for students. I also have come across such students with communication challenges, which are noted as speech and language disabilities on IEPs. I agree with the quote you mentioned from the book about the importance of understanding language development in the music classroom. Earlier in the semester, I used a similar PECS for composition with students in pre-k- 2nd grade. It is great you allowed students to have choice this way by telling them, “point to what you like”. From reading your blog, I learned communication must be intentionally built into music making through supporting various communication systems.
ReplyDeletePlease consider the following questions:
What is a simple AAC I can use on the iPad when working with students with speech and language disabilities?
What are some effective Picture Exchange Communication Systems I can create using a binder or an app helpful for language development?
Thanks.
Hi Aamon! In response to your questions, I unfortunately do not think I have a great answer for you. I am not well-versed in high tech AAC devices other than the ones my students use. I would suggest maybe reaching out to your school's or a local speech therapist or maybe a paraprofessional in your district and see what they have to suggest! As far as PECS are concerned, I am a firm believer of making your own to suit the needs of your classroom!
DeleteGreat info! I don't have any experience with these devices or specific adaptive music classrooms. Are these students always together throughout the day or do they just come together for music? I can see the joy and challenge an adaptive class would bring, but does it also occur for one or more of these students to be integrated with their regular classroom peers? I appreciate that you start every class with body percussion. I will do more of that after our upcoming concert, and I know that the simple images and instructions can really help engage less capable students, while others may roll their eyes.
ReplyDeleteThe video you posted about using AAC devices is helpful, thanks.
DeleteHey Jess,
ReplyDeleteAAC devices are so fascinating to me as someone who has never used them or seen them used before. Your picture exchange activity is also very cool and it sounds like it works wonderfully with this class. I think that that sort of iconic notation must be really helpful for your students and it's great that it allows them to actively participate instead of just following along with a preplanned lesson. I can definitely see why you would go back and limit the number of student choices though -- that probably became overwhelming fast! Your point that communication needs to be an always-included part of music-making is very strong and I'm sure your students are just loving all of the ways you are accommodating them and encouraging them to create music together. Have you ever had a student in this class or other classes use the Proloquo2go app? Just thinking about that after reading this and seeing your activity with the images. I wonder if there is a way to import your own pictures into an app like that to integrate the activity.
Hello! I am not familiar with that app, but I will be doing some research on it now that you had mentioned it. Thank you!
DeleteFrom Maria: Response to "Teaching Music to Students with Differences and Disabilities, 2026"
ReplyDeleteGreat post! I loved how honest you were when describing the shift you experienced when you started teaching your adaptive music class. When I was student teaching a couple years ago, I had a high school student who communicated using an electronic AAC device that had images, and working with him completely changed how I approach communication in the music classroom.
Very similar to your students discussed in your post, my student understood what was being said to him really well. It was extremely eye-opening to me, and after discussing his situation with his special teachers, I learned that nobody was quite sure of what he understood and his true cognitive function. He got into an accident as a high schoolers and was left with a physical and cognitive disability, and the teachers and his doctors were working on finding out what his capacities were after his accident. This was a very interesting, and heart-breaking, journey to go on. He fully followed directions, stayed on task during activities, and clearly showed musical understanding. He frequently moved to the music he enjoyed and recognized, indicating that he had learned it in the past and that he remembered it. Since he could not respond or give feedback on the music, I had trouble knowing if I was missing his suggestions for music or movements during our activities. It helped me as a teacher practicing ways to structure my questions so that he was able to answer on his device and allowing him to have time to respond. Your point about treating AAC as a something standard was eye-opening for me. When I though about my student’s device as his actual voice, it was more natural waiting for responses from him.
I think communication in your classroom is evident, and I love how it centers around music and the safety and comfortability of your students. Thank you for a great post!