For nearly three decades, Speech Language Pathologist (SLP) Jason Mings has walked the halls of Herrin schools, working quietly but persistently to give children something many of us take for granted — the ability to communicate. Serving nearly 50 students across the district, Mings has become a leader in introducing and supporting Augmentative and Alternative Communication (AAC), tools that open doors for children with speech and language challenges.

AAC can be as simple as picture cards or as advanced as software applications running on tablets and dedicated devices. Mings explains that many children start with “low-tech” systems such as core boards or picture exchange books. These help them request items — “gummy bears” or “ball” — and gradually move toward forming sentences. From there, some progress to “medium-tech” devices that use pre-recorded speech. Eventually, many students transition into “high-tech” devices such as TD Snap or Proloquo2Go, applications that allow them to construct full sentences, express feelings, and even write paragraphs.

“The focus is always on core vocabulary — the words that make up 80% of what we say,” Mings explains. Action words, pronouns, and prepositions are prioritized, with more personal “fringe” words like names and favorite foods added later.

Recognizing the need for more professionals trained in AAC, Mings partnered with Southern Illinois University Carbondale (SIU-C) to create a program where graduate students complete clinical placements directly in Williamson County schools. Students like Maddie Heiser, who is completing her externship with Mings, spend hours each week working side-by-side with children using AAC.

“This way, when they graduate, it’s not the first time they’ve touched a device,” Mings notes. “They already know how to navigate TD Snap, the core books, and other tools.” The partnership not only benefits SIU students but also ensures Herrin’s children receive more consistent, individualized support.

The heart of this work is in the children themselves. One student, Cat, is verbal but uses a device to support both spoken communication and written expression. In a session with Mings, she described a frog in the sensory room: “The frog is green. He jumps. Snakes eat frogs.” With her device, Cat not only shared her thoughts aloud but also built a short paragraph that might otherwise have been a struggle to write.

Another child, Dawson, is completely non-verbal and lives with autism. His favorite request is clear — “I want trampoline.” Each time he uses his Proloquo2Go device to communicate, he secures not just a turn on the trampoline but also something deeper: control, choice, and connection. Between turns, Dawson rhythmically rolls two green straws through his fingers, a personal comfort item. But when he taps his screen to request the trampoline, the world knows exactly what he wants.

High-tech AAC devices often cost thousands of dollars. To make them accessible, Mings has leaned on a network of community partners. Local organizations like Rotary have stepped up, while state resources such as Illinois Telecommunications Access Corporation (ITAC) provide iPads with communication apps to families who qualify. Insurance and Medicaid sometimes cover dedicated devices, but those processes can be slow.

“Fortunately, Herrin schools and Williamson County Education Services have always been willing to step in when we need something,” Mings says. “Between community groups, grants, and district support, our students don’t go without.”

The number of Herrin students using AAC has grown dramatically. Fifteen years ago, Mings recalls, there may have been only two students across the district with such needs. Today, he and his colleagues support 14 students in just one elementary building, plus many more across the district. The rise reflects not only increased diagnoses — especially autism — but also the greater availability and effectiveness of AAC tools.

“These devices just keep getting better and better,” Mings says. “They’re intuitive, they predict words, and they adapt to the user. Most importantly, they allow our kids to be heard.”

The most powerful measure of success comes when students take their devices home. For many families, it means hearing their child say “I love you” for the first time, or being able to talk with grandparents over the phone. For others, it means a child who once had no voice can now answer a teacher’s question, join a class discussion, or share a joke with a friend.

As Mings reflects on the journey, he sees the real impact not in the technology itself, but in the worlds it opens. “These kids know what they want to say. The device is just the bridge that lets them share it.”