SECTION 7: Language Access Is the Foundation

Language isn’t just how we speak. It’s how we connect, organize our world, and self-regulate.

If a student can’t tell you:

• what hurts

• what they need

• what they’re afraid of …they don’t stop needing those things. They just start yelling, throwing, hiding, or shutting down.

You’re not “lowering the bar” when you build language access. You’re removing the lock from the door.

🔹 What Language Access Isn’t

✘ It's not having an interpreter ✘ It's not waiting until a student “proves readiness” ✘ It's not giving AAC as a substitute for language ✘ It's not assuming hearing = understanding

🔹 What Language Access Looks Like

✅ Consistent use of visual language like ASL ✅ Staff trained in communication partner skills ✅ Sentence starters and signs modeled across activities ✅ Schedules, signs, and requests within reach ✅ Repeating information in multiple modalities (sign, visual, written)

🔹 Tools for Visual Language Support

Tool	Purpose	Best Practice
Handshape Alphabet (A–Z)	Letter recognition	Display uppercase and lowercase; pair with fingerspelling
Number Signs 1–20	Math and daily routines	Model counting on hands with sign and numeral
Daily Schedule Icons	Anticipation, time concepts	Use in the same location each day. Avoid changing icons frequently.
First–Then Boards	Transitions, behavior support	Use during dysregulation. “First: Calm space. Then: iPad.”
Visual Timers	Time awareness	Keep in view. Use the same tool daily. Alert with light, not sound.
Sentence Strip Boards	Build expressive language	Scaffold: “I want,” “I feel,” “I need.” Keep next to communication area.

🔹 Signing Space = Respecting Space

Teach students to hold and respect signing space:

• Chest to chin is expressive zone

• Keep 3–5 feet between signers

• Wait for eye contact

• Get attention visually (wave, light tap, flash)

Model advocating for space:

• “I need room to see signs.”

• “I don’t like when you’re that close.”

• “Can you sign slower?”

Build this into your classroom expectations and peer interaction routines.

🔹 Classroom Visual Access

Install:

• Flashers for voice, storm, or fire alerts

• Red/yellow visual cues for “Noise Level High” or “Quiet Zone”

• Labels on common items (bathroom, water, help, nurse)

• Communication boards at circle time, centers, calming space

Every single support must stay in the same place. Change = stress. Predictability = safety.

🔹 Multistep Instruction = A Skill

If a student “won’t follow directions,” ask:

• Were they visual?

• Were they shown?

• Did you sign and model?

Break it into steps. Add visuals. Wait for processing. Repeat calmly. That’s teaching.

🔹 Sample Signs for Common Needs

Sign	English Label	Where to Display
BATHROOM	“Bathroom”	Next to restroom & near staff badge/lanyard
HELP	“Help”	Everywhere—doors, desks, calming corner
SICK	“I feel sick”	Nurse station, break cards
FINISHED	“All done”	Transitions, cleaning stations
WAIT	“Wait”	Lined up areas, transitions
MAD	“Mad”	Feelings chart, calm-down zone

Model and label these throughout your day. Over and over.

 Fluency requires exposure and repetition.