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Communication Systems and Supports
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This half-day professional learning session is designed for Kâ12 general and special education teachers who are committed to fostering inclusive, neurodiverse-friendly classrooms. This professional learning course is grounded in the core principles of the Statewide Autism Resources and Training (START) Project through Grand Valley State University (GVSU). Designed for educators across all grade levels, this training fosters a neuro-affirming mindset by prioritizing inclusive communication practices that honor the diverse ways students express themselves.
Course Description:
This session will equip educators with evidence-based strategies to create communication-rich, inclusive classrooms where all students â including those with complex communication needs â are empowered to participate meaningfully. Participants will explore the critical shift from compliance-focused, functional communication to relationship-based, student-centered interaction. The training emphasizes the importance of giving students a real voice â not just to request, but to share opinions, protest, joke, question, and build connections.
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Target Audience
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General Education and Special Education Teachers K-12
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Learner Outcomes
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By the end of this professional learning experience, participants will be able to:
Define neuro-affirming communication and explain its importance in supporting student identity, autonomy, and authentic self-expression.
Identify multiple purposes of communication, including but not limited to social connection, advocacy, protest, emotional expression, and humor.
Distinguish between functional communication training and student-led communication, and describe the limitations of compliance-based approaches.
Demonstrate understanding of Augmentative and Alternative Communication (AAC) systems and describe how to integrate both high- and low-tech supports into classroom routines.
Apply strategies to support inclusive communication opportunities across instructional, social, and community-based settings.
Facilitate peer-to-peer communication by identifying opportunities for natural support, modeling, and structured peer engagement.
Reflect on personal beliefs and practices as a communication partner, and articulate specific ways to shift toward a facilitative, student-centered role.
Design classroom environments and interactions that give all students — regardless of communication modality — equitable access to voice, choice, and connection.
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