Plural Words e-learning course: module 5

Module 5: Integrating AAC Boxes in the Classroom

Creating AAC boxes: e-learning course

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In this module, you will learn practical strategies to bring AAC (Augmentative and Alternative Communication) boxes into your classroom.

• The goal is to make communication more accessible and inclusive for every student.
• AAC boxes provide symbols and tools support students in expressing themselves, participating in lessons, and building essential communication skills.
• Throughout this module, you will explore simple, effective ways to use AAC boxes across different activities.
• Each lesson includes real examples and step-by-step guidance to help you apply AAC strategies in your classroom.

Index

Daily routines with AAC

AAC for numeracy

Familiarising Students with AAC Tools

AAC for daily life skills

Self-assessment

AAC for literacy

01

Incorporating AAC Boxes into Daily Routines and Activities

Incorporating AAC into daily routines helps students become comfortable using these tools consistently and naturally. By integrating AAC into simple, regular classroom routines, you can create a supportive environment where students feel empowered to communicate.

To make AAC integration more effective, focus on consistent use in the same routines each day. Repetition will build familiarity and confidence among students, making AAC a natural part of their school day.

Morning Check-In example:

At the start of the day, set up the AAC box near the classroom entrance. Encourage students to use it to select symbols that express how they feel or what they might need.

• Options could include simple emotions or needs, like “happy,” “tired,” or “need help.”

This activity helps students transition smoothly into the day while allowing them to communicate in a way that feels safe and routine.

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Class Procedures and Transitions:

Using AAC symbols for class rules or procedures helps reinforce students’ understanding and enables consistent use of AAC. For example:

• Lining Up: Have symbols available for “line up” or “wait,” helping students know when and where to go.
• Washing Hands: Use a visual or button for “wash hands” when transitioning to mealtime or after activities.
• Choosing Activities: Set up AAC symbols for different activity choices during free time, such as “read,” “draw,” or “build.” This not only provides options but also encourages students to practice decision-making.

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End-of-Day Reflection:

Before dismissal, give students a moment to reflect on their day using the AAC box. Prompt them to select a symbol that describes how their day went—options like “good day,” “okay,” or “need help” can help them express themselves. This routine closes the day positively, reinforcing AAC use and helping them associate communication with daily activities.

02

Familiarising Students with AAC Tools

Introduction to Modelling Communication

Modelling is a key technique for teaching students to use AAC tools by demonstrating their use in everyday classroom interactions. By consistently using AAC symbols themselves, teachers show students how to express thoughts, needs, and responses effectively through AAC. This technique helps students understand how to use the tools by seeing them in action.

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Why Modelling Works

For many students, especially those new to AAC, learning by example is essential. Modelling provides students with a clear visual of how to use the symbols and builds their comfort and familiarity with the tools. Repetition helps reinforce this learning, making it easier for students to pick up on both the symbols and their meanings.

Practical Tips for Modelling in the Classroom

Use Simple, Repetitive Phrases

Integrate AAC into Group Activities

Encourage Peer Interaction

Incorporate AAC during classroom routines with phrases students can easily grasp. For example, use “I want” followed by a symbol to express a need, like “I want [symbol for book].” Use this phrase repeatedly during choice times to demonstrate how they can express what they want using AAC. Try other everyday phrases, such as “I feel [happy/sad]” during morning check-ins or “Let’s [go/play/read]” to prompt activities, reinforcing these words each time.

Pair students for activities where they can “ask” each other simple questions using AAC, such as “What is your favourite colour?” Model this question first, then let students select symbols to respond. This practice supports both expression and comprehension skills, showing students how AAC can be used in social interactions

During group activities, model questions and responses using AAC pictograms

Tips for Successful Modelling and Repetition

Repeat Key Symbols Regularly Use the same symbols multiple times each day to reinforce familiarity. For instance, symbols like “stop,” “help,” “want,” and “like” can be woven into various classroom interactions.

Model Positive Reinforcement Acknowledge students’ efforts in using AAC, such as responding with “Great choice!” or “You told us you want a book!” Reinforcing their use of AAC positively encourages continued engagement.

03

Using AAC in literacy sessions

Using AAC in literacy sessions can help students build vocabulary, express ideas, and engage more deeply with reading material. Using the Pilot Boxes, students can retell the story by selecting AAC symbols that represent key characters, events, or emotions.

Story Retelling with AAC

AAC tools can be a great asset in helping students recall and discuss stories. After reading a story, encourage students to use their AAC boxes to share thoughts about characters, events, and feelings.

Activity Example

Remember, AAC tools work best when used consistently.

• Try to model these AAC prompts by using the same vocabulary and pointing to symbols during each literacy activity.
• Repetition and reinforcement help students feel comfortable using AAC and make literacy sessions more engaging for all learners.

10

Building Vocabulary with AAC

Introducing new vocabulary through AAC helps reinforce language skills and makes words more memorable by associating them with visual symbols. During reading sessions, incorporate AAC symbols for key vocabulary words to strengthen comprehension. The Pilot Boxes can be used to help introduce new vocabulary by associating it with the visual symbols provided in the boxes.

Activity Example

11

Interactive Literacy Activities with AAC

Make literacy sessions interactive by using AAC in activities where students can express opinions or make choices about the story content. These interactions build communication confidence and encourage students to use AAC meaningfully. The Pilot Boxes include games and activities that are perfect for engaging students in interactive literacy activities with AAC.

Activity Example

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04

Using AAC in Math Sessions

Math Vocabulary Support with AAC

Introducing AAC symbols for key math terms makes abstract concepts more tangible by associating them with visuals. The visual aspect of AAC symbols provides students with an additional way to process math language, which enhances comprehension and retention. By incorporating manipulation (such as physical objects or interactive visuals), students can engage with the concepts actively.

Activity Example

Tips

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Counting and Sorting Activities

AAC can be especially useful in early math skills, such as counting, comparing, and sorting. Provide AAC symbols that correspond with math actions like “count,” “match,” “more,” and “less,” and encourage students to use them as they work through these tasks.

Activity Example

14

Problem-Solving with “First… Then…” Steps

For multi-step math problems, guide students through each part of the solution using AAC-supported language like “First… Then…”. This approach breaks down problems into manageable parts and supports students in understanding sequential steps.

Activity Example

15

Expressing Mathematical Choices and Preferences

Encourage students to express their choices or preferences during math activities using AAC. For instance, during group activities or games, students can choose between options using symbols like “more” or “fewer.”

Activity Example

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05

Using AAC to Tackle Daily Life Skills

Helping students build daily life skills is essential for their independence and confidence. AAC boxes can be powerful tools in teaching these skills by giving students a voice in everyday situations. Here are some practical ways to use AAC to support life skills development in the classroom:

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Role-Playing Everyday Situations

Create scenarios that students might encounter outside the classroom. For instance, set up a “classroom café” where students can practice ordering food using AAC symbols. Place images for common items like “water,” “apple,” “sandwich” in the AAC box, allowing students to make selections just as they would in a real-world setting. This type of role-play not only builds communication but also reinforces choice-making in a safe, structured environment.

18

Expressing Personal Needs and Boundaries

AAC can also help students communicate their needs and assert boundaries, an important part of social-emotional learning. Equip the AAC box with symbols for words like “stop,” “help,” “no,” and “wait”. For example, when students feel uncomfortable or need assistance, they can point to “help” or “stop” to signal their need. Practicing these words in real or role-play scenarios builds confidence in self-advocacy and helps students feel more secure in their communication abilities.

19

Daily Routine Tasks

Use AAC to support tasks that students may encounter in daily routines, such as “clean up,” “bathroom,” or “snack time.” Students can become more comfortable participating in these tasks independently by using AAC symbols to indicate their needs or preferences during these activities. For example, before snack time, students can use their AAC box to indicate “I want water” or “I want apple,” encouraging a sense of choice and agency.

Tips

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Explore testimonials from our partners who have already integrated AAC into their classrooms:

Assessment

In this section, you will have the opportunity to test your acquired knowledge throughout the module. Get ready to challenge your skills and reinforce your learning as you move towards mastering the fundamental concepts of AAC.

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Module 5 completed!

After reading Odysseus and the Cyclops (for 6+ years old), ask students, "Who was in the story?"

• Students can use the pictogram symbols for "Odysseus" and "Cyclops" to point out the characters.
• To address emotions, use symbols for "brave," "scared," or "angry" to let students describe how the characters felt.
• The AAC tools can help them organise their thoughts about the story and engage in retelling.

• When teaching addition, model the process of “adding” by showing physical objects (e.g., blocks) alongside the AAC symbol for "add."
• Students can manipulate the objects to perform the addition themselves while selecting the “add” symbol on their AAC tools.
• This multimodal approach (using visuals, symbols, and physical manipulation) helps reinforce the math concept through a variety of sensory channels, making it more accessible for diverse learners.

1. In a basic subtraction activity, say, “First, we count the total number of items. Then, we take away two items.”
2. Encourage students to use AAC symbols for each part, helping them visually and verbally follow each step

• Personalise the AAC Box: Tailor AAC symbols to each student's needs, interests, and commonly encountered situations. This makes the AAC box a more personal and meaningful tool for students.
• Consistency and Practice: Regularly include AAC during daily activities so that students see it as a reliable communication tool, building their comfort and familiarity over time.

After reading Alice in Wonderland (for 10+ years old):

1. Ask students, “What do you think Alice will do next?”
2. Provide them with AAC symbols that represent possible choices, such as "find the white rabbit" or "talk to the queen."
3. The students can select their answers from the AAC options, allowing them to engage with the story in a more interactive and creative way.

1. Set up a sorting station where students group objects by size or colour.
2. As they do, prompt them to use AAC symbols like “big” and “small” to describe the groups.
3. This hands-on activity, paired with AAC symbols, reinforces both categorisation skills and the use of descriptive language.

Experiencing the story through movements

Sequencing a story with story cards

Literacy session with the Odysseus box

• Encourage Repetition: Use the same symbols consistently across different math lessons so students become familiar with the terms and process.
• Incorporate Visuals: Use both AAC symbols and real objects to create a tactile and visual experience that strengthens math comprehension.
• Reinforce Success: Acknowledge when students use AAC correctly, encouraging confidence in their ability to communicate during math activities.

1. In a counting game, ask students, “Would you like more or fewer blocks?”
2. Have them use their AAC symbols to make a choice, allowing them to express themselves within the math lesson context.

In Jack and the Magic Bean (for 8+ years old):

1. Pick out words like “bean,” “giant,” “magic,” and “climb.”
2. Display the corresponding AAC symbols and ask students to match the word to the picture.
3. Then, prompt them to use the AAC tool to describe what happened with those words in the story.
4. For example, ask, “What happened when Jack planted the bean?” and students can use the AAC tool to select “magic.”