The Evolution and Future of Communication Support

Eric Marquette

It’s amazing to consider how far we’ve come in understanding speech and language disorders. Back in the 1800s, the focus was really, really narrow. The idea was to teach people to speak with, well, elegance and propriety. It wasn’t so much about understanding language or communication as tools for everyday life.

Eric Marquette

Then, in 1872, Alexander Graham Bell—yes, the telephone guy—founded the School of Vocal Physiology. This was a step forward, but it was still mostly about proper speech, not, you know, helping people connect on a deeper level. Fast forward to 1925, and we see the founding of the American Speech and Hearing Association. Finally, the conversation was beginning to shift. Now, experts were starting to connect the dots between how the brain works and how language develops.

Eric Marquette

What’s so interesting about that shift is how it paralleled other changes, like the growing civil rights movement and, more broadly, how education for exceptional children was evolving. By the mid-1900s, researchers weren’t just looking at speech as a form of, like, outward expression—they were digging into inner speech, cognition, and the social aspects of language. It kinda reflects this broader understanding that communication is about more than words. It’s about meaning.

Eric Marquette

And you know, so much of this progress comes back to understanding the brain. Early studies made those first connections between specific areas in the brain and language processing. Today, we take it for granted, but back then, this was groundbreaking. And and it meant that language therapy could start to focus on real, rooted issues, like processing disorders, instead of just surface-level stuff.

Eric Marquette

So when we think about where we are now, with all this emphasis on social skills, cultural competence, and cognitive development, it’s clear this evolution has been about, you know, understanding the whole person. Not just fixing how they speak, but helping them thrive.

Eric Marquette

Bilingual children face some unique challenges when it comes to communication, and it’s, well, really important that we handle these challenges with care. Here's the thing—if we assess them only in one language, it can kinda look like they’re delayed when, actually, they’re just dividing their skills between two languages. And that’s normal, right? But if we don’t get this right, they might be misidentified as having language disorders when the real issue is, you know, just how we’re measuring their development.

Eric Marquette

Now, one of the big takeaways from research is that we need to preserve a child’s home language in schools. It’s not, you know, just about learning English fluently—it’s about maintaining their connection to their culture and family. When we work with these kids, having assessments that reflect their bilingual environments is critical. Teachers and speech therapists, they often rely on tools like interpreters or bilingual specialists to get a clearer picture of the child’s abilities. Without that, it’s like we’re only seeing part of the story.

Eric Marquette

And this is where the Multi-Tiered System of Supports, or MTSS, comes into play. This framework isn’t just for students with, like, big, noticeable gaps in their skills. It’s actually designed to support kids no matter where they are in their development. At Tier I, for example, all students benefit from a language-rich environment. A general education teacher plays a big role here, making sure their classrooms are places where language can really, you know, grow naturally. For some children, though, that’s not quite enough, and they might need a little extra support at Tier II—small group work with a speech therapist, for instance. And then we’ve got Tier III, where support is highly individualized, usually through an Individualized Education Plan or IEP.

Eric Marquette

I wanna share a quick story about a bilingual student—I’ll call her Sofia. She was in kindergarten, and her teachers were worried because her vocabulary in English seemed really, well, limited. At first glance, it looked like she might have a language delay. But they did the right thing, they assessed her in Spanish too. Turns out, Sofia actually had a rich vocabulary, just not in the language they were expecting. Using this information, her school set up a plan that included bilingual speech therapy and activities to bridge her two languages rather than, you know, replace her home language with English. Fast forward a few months, and Sofia was not only catching up in English but thriving socially. So, this big focus on her whole linguistic profile—her strengths and her challenges—it paid off.

Eric Marquette

Let’s talk about how technology is changing the game for people with communication challenges. For kids who face significant speech barriers, Augmentative and Alternative Communication, or AAC, devices are, honestly, a lifeline. These tools range from simple picture boards to sophisticated apps on tablets that can literally give someone their voice. It’s not just about speaking, though—it’s about empowerment, independence, and connection.

Eric Marquette

Take, for example, a case I came across recently—a high school student using a dynamic display AAC tablet. She programmed it herself to represent her daily schedule and personal interests, so not only could she participate in her classes, but she could also share jokes with friends, ask questions, and even lead a group project. That’s the kind of engagement these tools make possible.

Eric Marquette

But technology alone isn’t enough. It has to be paired with personalized strategies to really make a difference. For many students with communication disorders, targeted job coaching is key to making a smooth transition from school to adulthood. A coach might work with the learner to practice workplace interactions, adapt AAC systems for professional settings, or build out scripts that, you know, help them respond confidently in interviews.

Eric Marquette

Here’s the thing, though—planning ahead is everything. Imagine a vocational training program where every student’s communication needs are considered from day one. Teachers and job coaches might collaborate to make sure that AAC devices are fully integrated into the learning process. This way, learners don’t just understand their tools—they master them, adapting them for every challenge or opportunity that comes their way.

Eric Marquette

And you know, this isn’t just theory. In so many real-life settings, from restaurants to offices to, well, wherever you work, proactive planning and tech make communication more inclusive. It’s amazing what we can accomplish when we give people the tools they need to thrive.

Eric Marquette

So, as we wrap up today, let’s remember—communication isn’t just about exchanging words. It’s about connecting, achieving, and being understood. On that note, we’ll see you next time. Take care.