Virginia Lawmakers Push for Mandated AAC Device Training in Schools

Two Virginia bills, **House Bill 2214** and **Senate Bill 1034**, are advancing through the state legislature with the goal of improving educational support for students who use **augmentative and alternative communication (AAC)** devices. Spearheaded by advocates like the Latham family, whose son Calvin struggled with insufficient language modeling, the legislation would mandate that school divisions document the need for AAC devices in **Individualized Education Programs (IEPs)** and provide timely training for teachers and staff. Proponents argue this is crucial for ensuring students with communication disabilities receive a truly appropriate public education, while acknowledging the challenges of academic learning loss due to delayed support. The bills have garnered bipartisan support and backing from various advocacy groups, signaling a strong push for enhanced communication access in Virginia classrooms.

• Virginia lawmakers are advancing bills to mandate training for educators on AAC devices for students with communication disabilities.
• The legislation requires documentation of AAC device needs within Individualized Education Programs (IEPs).
• Advocates cite personal stories of students struggling due to insufficient language modeling by teachers.
• The bills have bipartisan support and backing from key disability advocacy groups in Virginia.
• The focus is on ensuring timely and effective communication support to prevent academic learning loss.

The proposed bills in Virginia aim to formalize and standardize the support for students utilizing **AAC devices**. Requiring **IEP inclusion** and **staff training** addresses a documented need for more consistent and effective communication strategies in schools. While the legislation seeks to rectify existing gaps, its ultimate impact will depend on the quality and depth of the mandated training, the resources allocated to school divisions for implementation, and the ongoing monitoring of its effectiveness in improving student outcomes. The focus on training, rather than direct provision of devices or comprehensive communication support plans, is a key aspect of the current legislative approach.

This legislation represents a significant leap forward in ensuring equitable education for students with communication disabilities. By mandating **IEP documentation** and **timely teacher training**, Virginia is proactively addressing systemic failures that have left students like **Calvin Latham** behind. The swift passage through committees and broad support from organizations like the **Virginia Autism Project** suggest a strong commitment to empowering these students and equipping educators with the necessary tools to foster genuine learning and engagement from day one.

While the intent behind these **Virginia bills** is commendable, mandating training alone may not be enough to truly close learning gaps for students with **AAC devices**. The article highlights the critical issue of teachers *modeling language*—a skill that goes beyond basic device operation. Without robust, ongoing professional development that emphasizes communicative intent and interaction strategies, educators may still struggle to effectively support these students. Furthermore, the reliance on school divisions to self-document IEP needs and implement training raises concerns about consistent enforcement and resource allocation, potentially leaving students like **Calvin Latham** still underserved.

Originally reported by Virginia Mercury