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Abstract

This scholarly teaching manuscript describes the design, implementation, and challenges of integrating a service-learning component into a graduate-level augmentative and alternative communication (AAC) course within a Communication Disorders and Sciences (CDS) program. The project sought to bridge academic instruction with real-world application while addressing unmet service needs in local schools. The 16-week course was divided into an eight-week didactic phase followed by an eight-week field-based practicum. Graduate students were paired with school-based speech-language pathologists (SLPs) in a rural, midwestern special education cooperative district, to support children using AAC. Implementation included a pre-semester needs assessment, collaborative student–SLP matching, structured orientation, weekly reflection journals, and guided discussion prompts. Students received targeted instruction on AAC systems and strategies prior to providing weekly in-school support under SLP supervision. The service-learning model yielded benefits for all stakeholders. Students reported increased hands-on AAC experience, deeper understanding of school-based service delivery, and improved clinical decision-making. SLPs received assistance in AAC caseloads, while children benefitted from additional communication opportunities. Challenges included environmental distractions in classrooms, unclear stakeholder expectations, inconsistent supervision, and scheduling complexities. Planned revisions for future iterations include improved onboarding, structured pre-placement meetings, standardized supervision checkpoints, and time tracking to support scalability. This service-learning model offers a replicable, community-engaged framework for enhancing AAC education while supporting school-based SLPs and children with complex communication needs. By grounding the design in reflection, partnership, and flexibility, the model contributes to best practices in experiential CDS training.

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