How do school-based literacy expectations for children using AAC compare to their peers?

The correct response highlights a concerning trend in educational environments for children who use AAC (Augmentative and Alternative Communication) devices. When teachers hold lower expectations for students using AAC, it can lead to a detrimental cycle where these students are not given the same opportunities to engage with literacy as their peers. Research indicates that teachers may unconsciously underestimate the capabilities of non-verbal students, assuming that their communication challenges also translate to challenges in literacy acquisition.

As a result, students using AAC might receive fewer opportunities to participate in literacy activities, which can hinder their development in reading and writing. This can create a barrier, limiting their engagement with the curriculum and preventing them from reaching their full potential. It emphasizes the importance of adopting high expectations and ensuring equitable opportunities for all students, regardless of their communication methods.

In contrast, the other options suggest different scenarios that do not accurately reflect the reality faced by many AAC users in school settings. For instance, assuming that expecting higher outcomes due to their needs, delivering more support, or having a standardized approach fails to recognize the nuance in practices that may lead to inequity. Therefore, it is crucial for educators to be aware of these dynamics and strive for consistent standards and support for all learners.