What is AAC?
Augmentative and alternative communication (AAC) includes all forms of communication (other than oral speech) that are used to express thoughts, needs, wants, and ideas. We all use AAC when we make facial expressions or gestures, use symbols or pictures, or write.
People with severe speech or language problems rely on AAC to supplement existing speech or replace speech that is not functional. Special augmentative aids, such as picture and symbol communication boards and electronic devices, are available to help people express themselves. This may increase social interaction, school performance, and feelings of self-worth.
AAC users should not stop using speech if they are able to do so. The AAC aids and devices are used to enhance their communication.
Unaided communication systems – rely on the user's body to convey messages. Examples include gestures, body language, and/or sign language.
Aided communication systems – require the use of tools or equipment in addition to the user's body. Aided communication methods can range from paper and pencil to communication books or boards to devices that produce voice output (speech generating devices or SGD's)and/or written output. Electronic communication aids allow the user to use picture symbols, letters, and/or words and phrases to create messages. Some devices can be programmed to produce different spoken languages.
ASHA provides links to organizations that have more information and roles of speech/language pathologists.
Source: http://www.asha.org/public/speech/disorders/AAC/
Beginning Communicators
The module below, courtesy of the Professional Development provided by the Center for Literacy and Disability Studies and Dynamic Learning Maps, describes symbolic and non-symbolic forms of communication, the distinction between pre-intentional and pre-symbolic communicators, and identifies additional sources of support for building communication skills.
Online Self-directed Module -- Basic webinar
Facilitated Module -- Materials for Groups
Why would my child use AAC at school?
Some students have high tech personal communication systems (referred to as speech-generating devices) funded due to medical necessity. This process is separate from eligibility for communication supports that can be provided by the school district in order for your child to access to educational activities. These funding streams are not exclusive. A student who needs a communication system may use it for a range of purposes, from sharing personal information/ideas to communicating basic needs, and should have access to it all day long. The IEP team discusses how a system will be used and what type of supports will be needed at school. Parents can ask at the IEP meeting about goals, implementation plans, and training/supports available.
How can I help my child get better at AAC?
Using an AAC system can be complicated. The more that parents are involved in learning about the system and encouraging communication growth, the more our students will grow. Many of the resources listed for receptive and expressive language activities can be applied to practicing the language on a robust communication system. It is important to realize that communication is more than making requests or indicating basic needs.
5 Things in Your “Knowledge Toolbox”
1. Typical language development can be applied to the study of AAC.
2. Remember purposes of communication = why we communicate.
3. Remember functions of communication = how we communicate.
4. What do we call Communicative Competence?
5. Learning language and learning to communicate requires engagement and practice.
We can not write, speak or do enough Aided Language Input (ALI). If we expect learners to speak AAC, we must speak AAC to them.