I currently facilitate a disability-focused book club for adults, with many participants being parents of children with disabilities. One theme that often emerges is the lack of books about developmental or cognitive disabilities that are written by authors who themselves have those disabilities. To help fill that gap, we’ve started listening to the podcast Telling It Our Way. It features firsthand stories and insights from people with disabilities and has sparked some powerful conversations—but it also made me reflect on our children’s programming.
While we offer sensory storytimes, I began to realize we could do more—especially for children who use Augmentative and Alternative Communication (AAC). That realization led me to begin exploring the concept of AAC storytime and how libraries can better support children with complex communication needs.
What Is AAC Storytime?
AAC storytime pairs books with communication boards or AAC devices featuring core vocabulary words or symbols. As stories are read aloud, the reader pauses to model language by pointing to corresponding symbols—an approach called aided language stimulation. This technique helps AAC users associate spoken words with symbols, supporting both language development and communication skills.
Children can participate by pointing to symbols, using gestures, or activating voice output on their devices. It’s a space where they can practice language, social interaction, and turn-taking in ways that are meaningful and empowering.
Learning from Existing Models
There are excellent examples of AAC storytime in action. One model I’ve been looking into is the Union City Library’s AAC storytime, which is run in partnership with graduate students from Cal State East Bay’s Speech-Language Pathology program. Their program emphasizes not only shared reading, but also caregiver involvement and language modeling. According to their description:
“Storytime with AAC aims to support families and caregivers of AAC users in demonstrating language on their child’s AAC device, while also developing a love for reading and building language through shared interaction and connection.” (SFPL, 2023)
This program—and others like it—demonstrate what’s possible when librarians and SLPs work together.
A Growing Vision for Inclusive Programming
My interest in AAC storytime is part of a broader reflection on inclusion in library spaces. I believe that inclusive storytime models like AAC can help libraries better serve children with disabilities and normalize different modes of learning and communicating to non-disabled children. By creating welcoming, collaborative programs, we ensure that all children—regardless of how they communicate—have the chance to connect with stories, community, and joy.
As Michael Stephens emphasizes in The Heart of Librarianship, it’s not just about providing resources—it’s about fostering an environment where learning is encouraged, and curiosity is nurtured. As I delve into the world of AAC storytime, I find that my own journey of learning is driven by curiosity and a sense of necessity. This motivation aligns with Stephens’ philosophy of librarianship, which emphasizes making space for growth—both for patrons and for ourselves as library professionals (Stephens, 140).
What’s Next?
My next step is to continue learning, observing existing AAC storytime models, and reaching out to local professionals for insight. I’m especially excited about the possibility of visiting or connecting with the team behind Union City Library’s program, and reaching out to Santa Rosa Speech and Language, a local organization that supports the use of AAC devices to discuss potential partnerships.
Inclusive programming doesn’t happen in isolation. It takes teamwork, curiosity, and commitment—and I’m ready to start that journey.
References:
NPR Podcast Directory. (2025). Telling It Our Way. https://www.npr.org/podcasts/1192552461/telling-it-our-way
PBCSD AT team ESE. (2021). AAC Storytime: Where the Wild Things Are. [Video]. You Tube. AAC Storytime: Where the Wild Things Are
San Francisco Public Library. (2023).Bibliocommons Events. https://aclibrary.bibliocommons.com/events/6462cf326550263000efab74
Santa Rosa Speech Therapy. (2025). Mission Statement. https://santarosaspeechtherapy.com/
Stephens, M. (2016). “Learning to Learn” in The Heart of Librarianship
Awesome!! I wanted to share this resource if you weren’t already familiar with it https://autismbooksbyautisticauthors.com/ they have a list of non-speaking autistic authors! https://autismbooksbyautisticauthors.com/non-speaking-authors/
And this book list about communication https://autismbooksbyautisticauthors.com/communication/
Megan,
Thanks for the list. I am working my way through the summaries of each book.
Hello Caking,
Your commitment to diversity through AAC Storytime inspires me. I have not heard of an adult storytime or a program that helps the parents of those with disabilities. This is a great idea and will help so many people. Fostering an environment for learning is essential.
Thanks you, I am excited by the idea and eager to see where it leads.
Love how you walked us through your journey exploring AAC Storytime! I wanted to highlight the Disability Visibility Project, which showcases oral histories of disabled people. Its founder Alice Wong also has an amazing book published called “Disability Visibility: First-Person Stories from the Twenty-First Century” that also has a youth version.
Thanks Mimi,
I love the Disability Project. Alice Wong is an incredible activist. We read her book, Disability Visability this year and we intend to read another of her anthologies next year. I haven’t read her youth version, but that is a great idea.