Module 1: Overview of AAC
Creating AAC boxes: e-learning course
Start
Augmentative and Alternative Communication (AAC) refers to methods of communication used by individuals who have difficulty with speaking or writing due to physical, neurological, or developmental impairments. AAC includes both aided and unaided forms of communication that either supplement or replace verbal communication
Index
Advantages of AAC
What is AAC?
Conclusion
Key princples of AAC
Self-assessment
Myths vs reality
01
What is AAC?
Why AAC is important?
Augmentative and alternative communication (AAC) encompasses a wide range of processes and methods that enhance, supplement, or replace speech and/or its comprehension in individuals with complex communication needs. The application of AAC enables a person to better understand the environment they are in. The role of the AAC system is not solely to express needs but to ensure overall communication that is functional for the person and allows them to participate in various interactions and activities of their choosing.
Watch
Display of AAC usage
Illustration of the use of low-tech AAC
02
Key principlesof AAC
Here are some key principles that ensure AAC provides meaningful, functional, and empowering communication solutions for individuals who need them.
1/ Individualised Approach
Personalisation: AAC systems should be tailored to the individual’s specific needs, preferences, and abilities. This can involve selecting symbols, devices, or strategies that suit the person’s communication style, cognitive level, and physical abilities.
Functional Communication: The AAC system should support meaningful and everyday communication needs, such as expressing wants, needs, thoughts, and social interactions. AAC must be appropriate for the individual’s environment and daily interactions. Evolution: It’s essential that AAC systems are continuously adapted as the individual's preferences, skills, and communication needs evolve.
Different types of AAC devices (talking squares, talking schedule and timer)
2/ Multimodal Communication
Combining Methods: AAC is not limited to one form of communication but can combine different methods like gestures, pictures, voice output, written words, and sign language. Also, AAC should evolve as the individual’s needs and abilities change. A system should be adaptable, allowing the user to progress with technology and communication strategies as they develop. Regular evaluation and adjustments are essential to ensure that the AAC system remains effective and continues to meet the user’s evolving needs.
Enhancing Communication: It should support and complement any existing speech or language abilities, helping to express thoughts that may be difficult to communicate otherwise.
Video explaining the multimodal Communication
3/ Inclusion of the Environment
Context Sensitivity: AAC systems should be effective across various environments, including the home, school, work, or community settings. The design of the system should facilitate communication in these diverse contexts.
Support from Family and Peers: Successful implementation involves support from the people in the individual’s life. Family, teachers, and peers should be involved in the process of teaching and using AAC tools. The implementation of AAC systems also requires interdisciplinary approach, collaboration among a team of professionals, including speech-language pathologists, occupational therapists, teachers, and the individual’s family.
Here is a video about the importance of consistency using AAC
4/ Ease of Use
User-Friendly Design: The AAC system should be easy to learn and use. It should minimise frustration and be accessible, with straightforward navigation and clear symbols or devices.
Physical Access: The device or communication method should match the user’s motor and sensory abilities. For example, a person with limited hand mobility might use eye-tracking or head-controlled devices.
AAC device meets students need
5/ Speech and Language Development
Promote Language Skills: AAC should not only facilitate communication but also encourage speech and language development. For example, using AAC can help to build vocabulary, syntax, and comprehension, even for those who may not have verbal speech.
Encourage Spontaneity: The design of the AAC system should enable spontaneous communication, encouraging users to initiate conversations and express a variety of ideas.
Using AAC for reading stories
6/ Positive Attitude and Empowerment
Person-Centred: Individuals using AAC systems should feel empowered, confident, and involved in the decision-making process regarding their communication options.
Encouraging Participation: AAC should be used to enhance participation in social, educational, and work settings, promoting inclusion and reducing isolation.
A video on the application of AAC
03
Common myths and misconceptions about AAC
Since communication is an omnipresent phenomenon, there are a number of factually unfounded myths about it, i.e., ideas that people believe to be true, even though they are not. Here, we present some of the myths about augmented communication to provide a clear insight into what is a fact and what is just a myth.
A child must have some prior knowledge to start with AAC.
AAC is too complex for a child with intellectual disabilities.
Toddlers are too young for AAC.
Speech should always be the primary mode of communication.
AAC is the last option.
AAC is only for children who have no speech at all.
10
04
Advantages of using AAC with different types of students
Augmentative and Alternative Communication (AAC) systems offer a wide range of benefits for students with various needs. These systems provide methods to support communication beyond traditional speech, using tools like communication boards, speech-generating devices, or apps.
11
Students with disabilities
(e.g., autism, cerebral palsy)
For students with disabilities such as autism or cerebral palsy, AAC provides a critical means of communication when speech is limited or absent.
Behavioural Improvements: Many students with disabilities use challenging behaviours to express frustration when they cannot communicate effectively. AAC can help reduce these behaviours by giving them a functional method to express their thoughts and needs. Personalised Support: For students with cerebral palsy, who may have trouble controlling vocal muscles, AAC systems can be customised for their level of mobility and cognitive ability, such as using eye-tracking or adaptive switches to control speech-generating devices.
Enhanced Communication: AAC enables students to express needs, emotions, thoughts, and ideas, helping to overcome communication barriers caused by limited verbal skills. This reduces frustration and increases independence. Social Interaction: AAC tools can support social engagement by providing a way for students to participate in conversations and social activities, promoting inclusion.
12
students with autism spectrum disorders and cerebral palsy
13
Example for AAC application in children with cerebral palsy
14
Students with learning difficulties
(e.g., dyslexia, speech delays)
AAC tools can significantly benefit students with learning difficulties, such as dyslexia or speech delays, by improving their ability to communicate effectively and access education.
Reduced Anxiety: Students with speech delays often feel anxiety or embarrassment about their inability to speak clearly. AAC provides a way to express thoughts without fear of judgment, helping to build confidence.
Written and Visual Support: For students with dyslexia, AAC can help by integrating visual, auditory, and kinesthetics modalities. For example, text-to-speech and picture-based communication systems can help students understand and produce written language, bypassing the decoding challenges that dyslexia present.
15
Increased Participation in Learning: By using AAC, students with speech delays or learning difficulties can participate in classroom activities more effectively, allowing them to engage in lessons, ask questions, and complete assignments. Improved Literacy Skills: Some AAC tools come with features that support literacy development, such as word prediction, text-to-speech, or visual representations of language structures, helping students with dyslexia practice reading and writing in a way that is supportive of their needs.
Application of AAC in children with dyslexia
16
Students learning a second language
AAC systems can be highly advantageous for students learning a second language, such as English as a Second Language (ESL), by facilitating language acquisition and enhancing communication.
Bridging Communication Gaps: When students are not yet proficient in their second language, AAC provides a way for them to communicate in the classroom. This allows them to engage with teachers and peers while they are still acquiring language skills, preventing frustration and fostering a positive learning environment. Supporting Vocabulary Development: Many AAC tools are customisable and can include visual aids, symbols, or translations to help students build vocabulary in their second language. This provides additional support as they expand their language proficiency.
Cultural Integration: By using AAC tools in a multilingual setting, students can bridge the gap between their native language and the language being taught. This promotes greater inclusion and reduces isolation, as students can express themselves more effectively while learning the second language.
17
Enhancing Comprehension: Some AAC tools include features such as audio playback or visual prompts that support comprehension, making it easier for ESL students to understand new language concepts and interact with the material in a meaningful way.
Link
Application of AAC in learning a second foreign language
18
05
Conclusion
AAC systems are versatile tools that cater to the unique needs of different students. For those with disabilities, learning difficulties, or language barriers, AAC can improve communication, reduce frustration, increase engagement, and enhance learning. The ability to tailor AAC tools to individual needs ensures that each student can access the curriculum, participate in social interactions, and achieve greater independence.
Watch
Assessment
In this section, you will have the opportunity to test your acquired knowledge throughout the module. Get ready to reinforce your learning as you move towards mastering the fundamental concepts of AAC.
1/8
2/8
3/8
4/8
5/8
6/8
7/8
8/8
Module 1 completed!
Overview of AAC
Charter of Communication Rights, Laboratory for Augmentative and Alternative Communication
Plural Words e-learning course: module 1
Plural Words
Created on January 23, 2025
Plural Words is a European project aimed at raising awareness about AAC and disseminating this method in early and primary schools for all children. Discover AAC and our Plural Words boxes in this e-learning course.
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Transcript
Module 1: Overview of AAC
Creating AAC boxes: e-learning course
Start
Augmentative and Alternative Communication (AAC) refers to methods of communication used by individuals who have difficulty with speaking or writing due to physical, neurological, or developmental impairments. AAC includes both aided and unaided forms of communication that either supplement or replace verbal communication
Index
Advantages of AAC
What is AAC?
Conclusion
Key princples of AAC
Self-assessment
Myths vs reality
01
What is AAC?
Why AAC is important?
Augmentative and alternative communication (AAC) encompasses a wide range of processes and methods that enhance, supplement, or replace speech and/or its comprehension in individuals with complex communication needs. The application of AAC enables a person to better understand the environment they are in. The role of the AAC system is not solely to express needs but to ensure overall communication that is functional for the person and allows them to participate in various interactions and activities of their choosing.
Watch
Display of AAC usage
Illustration of the use of low-tech AAC
02
Key principlesof AAC
Here are some key principles that ensure AAC provides meaningful, functional, and empowering communication solutions for individuals who need them.
1/ Individualised Approach
Personalisation: AAC systems should be tailored to the individual’s specific needs, preferences, and abilities. This can involve selecting symbols, devices, or strategies that suit the person’s communication style, cognitive level, and physical abilities. Functional Communication: The AAC system should support meaningful and everyday communication needs, such as expressing wants, needs, thoughts, and social interactions. AAC must be appropriate for the individual’s environment and daily interactions. Evolution: It’s essential that AAC systems are continuously adapted as the individual's preferences, skills, and communication needs evolve.
Different types of AAC devices (talking squares, talking schedule and timer)
2/ Multimodal Communication
Combining Methods: AAC is not limited to one form of communication but can combine different methods like gestures, pictures, voice output, written words, and sign language. Also, AAC should evolve as the individual’s needs and abilities change. A system should be adaptable, allowing the user to progress with technology and communication strategies as they develop. Regular evaluation and adjustments are essential to ensure that the AAC system remains effective and continues to meet the user’s evolving needs. Enhancing Communication: It should support and complement any existing speech or language abilities, helping to express thoughts that may be difficult to communicate otherwise.
Video explaining the multimodal Communication
3/ Inclusion of the Environment
Context Sensitivity: AAC systems should be effective across various environments, including the home, school, work, or community settings. The design of the system should facilitate communication in these diverse contexts. Support from Family and Peers: Successful implementation involves support from the people in the individual’s life. Family, teachers, and peers should be involved in the process of teaching and using AAC tools. The implementation of AAC systems also requires interdisciplinary approach, collaboration among a team of professionals, including speech-language pathologists, occupational therapists, teachers, and the individual’s family.
Here is a video about the importance of consistency using AAC
4/ Ease of Use
User-Friendly Design: The AAC system should be easy to learn and use. It should minimise frustration and be accessible, with straightforward navigation and clear symbols or devices. Physical Access: The device or communication method should match the user’s motor and sensory abilities. For example, a person with limited hand mobility might use eye-tracking or head-controlled devices.
AAC device meets students need
5/ Speech and Language Development
Promote Language Skills: AAC should not only facilitate communication but also encourage speech and language development. For example, using AAC can help to build vocabulary, syntax, and comprehension, even for those who may not have verbal speech. Encourage Spontaneity: The design of the AAC system should enable spontaneous communication, encouraging users to initiate conversations and express a variety of ideas.
Using AAC for reading stories
6/ Positive Attitude and Empowerment
Person-Centred: Individuals using AAC systems should feel empowered, confident, and involved in the decision-making process regarding their communication options. Encouraging Participation: AAC should be used to enhance participation in social, educational, and work settings, promoting inclusion and reducing isolation.
A video on the application of AAC
03
Common myths and misconceptions about AAC
Since communication is an omnipresent phenomenon, there are a number of factually unfounded myths about it, i.e., ideas that people believe to be true, even though they are not. Here, we present some of the myths about augmented communication to provide a clear insight into what is a fact and what is just a myth.
A child must have some prior knowledge to start with AAC.
AAC is too complex for a child with intellectual disabilities.
Toddlers are too young for AAC.
Speech should always be the primary mode of communication.
AAC is the last option.
AAC is only for children who have no speech at all.
10
04
Advantages of using AAC with different types of students
Augmentative and Alternative Communication (AAC) systems offer a wide range of benefits for students with various needs. These systems provide methods to support communication beyond traditional speech, using tools like communication boards, speech-generating devices, or apps.
11
Students with disabilities
(e.g., autism, cerebral palsy)
For students with disabilities such as autism or cerebral palsy, AAC provides a critical means of communication when speech is limited or absent.
Behavioural Improvements: Many students with disabilities use challenging behaviours to express frustration when they cannot communicate effectively. AAC can help reduce these behaviours by giving them a functional method to express their thoughts and needs. Personalised Support: For students with cerebral palsy, who may have trouble controlling vocal muscles, AAC systems can be customised for their level of mobility and cognitive ability, such as using eye-tracking or adaptive switches to control speech-generating devices.
Enhanced Communication: AAC enables students to express needs, emotions, thoughts, and ideas, helping to overcome communication barriers caused by limited verbal skills. This reduces frustration and increases independence. Social Interaction: AAC tools can support social engagement by providing a way for students to participate in conversations and social activities, promoting inclusion.
12
students with autism spectrum disorders and cerebral palsy
13
Example for AAC application in children with cerebral palsy
14
Students with learning difficulties
(e.g., dyslexia, speech delays)
AAC tools can significantly benefit students with learning difficulties, such as dyslexia or speech delays, by improving their ability to communicate effectively and access education.
Reduced Anxiety: Students with speech delays often feel anxiety or embarrassment about their inability to speak clearly. AAC provides a way to express thoughts without fear of judgment, helping to build confidence.
Written and Visual Support: For students with dyslexia, AAC can help by integrating visual, auditory, and kinesthetics modalities. For example, text-to-speech and picture-based communication systems can help students understand and produce written language, bypassing the decoding challenges that dyslexia present.
15
Increased Participation in Learning: By using AAC, students with speech delays or learning difficulties can participate in classroom activities more effectively, allowing them to engage in lessons, ask questions, and complete assignments. Improved Literacy Skills: Some AAC tools come with features that support literacy development, such as word prediction, text-to-speech, or visual representations of language structures, helping students with dyslexia practice reading and writing in a way that is supportive of their needs.
Application of AAC in children with dyslexia
16
Students learning a second language
AAC systems can be highly advantageous for students learning a second language, such as English as a Second Language (ESL), by facilitating language acquisition and enhancing communication.
Bridging Communication Gaps: When students are not yet proficient in their second language, AAC provides a way for them to communicate in the classroom. This allows them to engage with teachers and peers while they are still acquiring language skills, preventing frustration and fostering a positive learning environment. Supporting Vocabulary Development: Many AAC tools are customisable and can include visual aids, symbols, or translations to help students build vocabulary in their second language. This provides additional support as they expand their language proficiency.
Cultural Integration: By using AAC tools in a multilingual setting, students can bridge the gap between their native language and the language being taught. This promotes greater inclusion and reduces isolation, as students can express themselves more effectively while learning the second language.
17
Enhancing Comprehension: Some AAC tools include features such as audio playback or visual prompts that support comprehension, making it easier for ESL students to understand new language concepts and interact with the material in a meaningful way.
Link
Application of AAC in learning a second foreign language
18
05
Conclusion
AAC systems are versatile tools that cater to the unique needs of different students. For those with disabilities, learning difficulties, or language barriers, AAC can improve communication, reduce frustration, increase engagement, and enhance learning. The ability to tailor AAC tools to individual needs ensures that each student can access the curriculum, participate in social interactions, and achieve greater independence.
Watch
Assessment
In this section, you will have the opportunity to test your acquired knowledge throughout the module. Get ready to reinforce your learning as you move towards mastering the fundamental concepts of AAC.
1/8
2/8
3/8
4/8
5/8
6/8
7/8
8/8
Module 1 completed!
Overview of AAC
Charter of Communication Rights, Laboratory for Augmentative and Alternative Communication