AAC stands for Augmentative and Alternative Communication. It includes all the ways someone can communicate besides talking. AAC helps children and adults express themselves when speech isn’t enough—or isn’t possible.

Augmentative Communication

This means adding to speech to make your message clearer. For example:

• Using gestures or facial expressions

• Pointing to pictures or symbols

• Signing or using a speech device

Alternative Communication

This means replacing speech when someone can’t speak or isn’t easily understood. For example:

• Using a communication board or app

• Typing messages

• Showing pictures to express needs

AAC can be high-tech (like tablets or speech-generating devices) or low-tech (like picture cards or sign language). Every person’s AAC system is unique to their needs—and it’s all about helping them connect, share, and be understood.

AAC – Alternative and Augmentative Communication 

Another system such as a device or paper-based board with symbols that a student uses to  communicate 

Modelling 

You use the device too! Teach and show the student how they can use the device by talking with the  device too.  

Aided Language Stimulation (ALS) / Aided Language Input 

These terms are often used to describe modelling in the world of AAC. Learning AAC is a bit like  learning another language we know we have to be immersed in a language to learn it. When we do  ALS we are modelling the use of the symbols to say real things in real situations, what to say, how to  navigate and operate the device.  

High Tech 

Refers to an electronic AAC system with voice output 

Low Tech 

Refers to a paper AAC system designed for communication  

Core Vocabulary/Words 

The words we use every day in lots of different situations and activities. 

Fringe Vocabulary/Words 

The words specific to us and particular situations and activities (these tend to be nouns)

Helping your child communicate is one of the most powerful things you can do. Whether they use speech or need support through AAC (Augmentative and Alternative Communication), here are key ways to help them thrive:

Presume Competence

Always believe your child can think, learn, and communicate—even if they haven’t shown it yet. This mindset is called presuming competence, and it means giving your child every opportunity to express themselves. It’s better to assume they can than to risk missing out on their potential. As experts say, “No harm can be done by trying!”

Make AAC Always Available

AAC tools only work when they’re accessible! Make sure your child’s device is:

• Charged and turned on

• Within reach at all times

• Backed up with a paper-based option for emergencies

Use Core and Fringe Vocabulary (And the Alphabet!)

Core Vocabulary includes everyday words like I, go, more, up. These make up most of what we say and help your child build flexible, powerful messages.

Fringe Vocabulary includes more specific words like butterfly, sparkle, squish. These reflect your child’s interests—favorite people, places, and things—and help them talk about what matters most.

Alphabet Access is essential! Even if your child isn’t reading or spelling yet, having a keyboard lets them explore writing and opens up new ways to communicate.

By believing in your child’s abilities and making sure their AAC tools are ready to go, you’re setting them up for success. Every word, gesture, or symbol is a step toward connection—and every step counts.

Click here for resources to support the home use of Augmentative and Alternative Communication. 

PECS (Picture Exchange Communication System)
Learn how PECS helps children communicate using pictures.
👉 Step-by-step guide to implementing PECS

AAC Teaching Strategies

Aided Language Stimulation
Discover how to support your child’s communication using aided language strategies.
👉 Handout: Aided Language Stimulation

Video Demonstrations
Watch real-life examples of aided language stimulation in action:

• Communication Tips & Strategies

• En Ting and Family using Aided Language Stimulation

AAC Vocabulary Explained
Understand core vs. fringe vocabulary and how to model words effectively.
👉 AAC Vocabulary Handout

 Motivating Communication
Learn how to create opportunities that encourage your child to communicate.
👉 Communicative Temptations Guide

AAC Activities

Creative AAC Ideas
Explore fun and engaging ways to use AAC with your child.
👉 Video and strategies for AAC activities

 Daily AAC Planning
Simple ways to include AAC throughout your daily routines.
👉 5 Ways to Use AAC Throughout the Day

Core First Books & Lesson Plans
Download printable books designed to support core word learning through repetition and modeling.
👉 Core First Books Collection

✅ DO’s of AAC

• Use the AAC system to talk yourself
  Model communication by using the system actively.
  
  

• Aim high
  Set ambitious goals for communication and language development.
  
  

• Use a well-designed, comprehensive vocabulary
  Prioritize systems like core vocabulary or PODD that support rich expression.
  
  

• Provide enough wait time
  Give AAC users time to process and respond.
  
  

• Ask open-ended questions
  Encourage thoughtful, expressive answers.
  
  

• Focus on key words when modelling
  Highlight essential vocabulary to support learning.
  
  

• Respect multi-modal communication
  Value gestures, vocalizations, signs, and other forms of expression.
  
  

• Allow exploration and access to the whole vocabulary
  Let users navigate and discover language freely.
  
  

• Make sure AAC is available all day, every day
  Consistent access builds fluency and confidence.
  
  

• Describe what you want to say using core words
  Teach flexible, reusable language for everyday communication.
  
  

❌ DON’Ts of AAC

• Don’t expect the AAC user to communicate without modelling
  Demonstrate how to use the system regularly.
  
  

• Don’t demand prerequisite skills
  Everyone deserves access to communication, regardless of ability.
  
  

• Don’t provide an AAC system with only a handful of choices
  Limited options restrict meaningful expression.
  
  

• Don’t do all the talking
  Make space for the AAC user’s voice.
  
  

• Don’t ask questions the AAC user knows you already know the answer to
  Avoid test-like interactions that don’t foster real conversation.
  
  

• Don’t think you need to always model grammatically complete sentences
  Focus on functional, accessible language.
  
  

• Don’t say “And now say it on your talker”
  Avoid pressuring users to repeat or perform.
  
  

• Don’t create custom pages for specific activities
  Over-customization can limit flexibility and generalization.
  
  

• Don’t limit access to the AAC system
  Communication should never be restricted.
  
  

• Don’t focus on adding lots of vocabulary
  Prioritize meaningful, functional words over quantity.
  
  

🔗 Learn more: www.assistiveware.com/aac-do-dont

TSDB staff click here to access visuals. 

Click the links below to access the TDSB sites for:

TDSB Assistive Technology

Accessibility in iOS

AAC Claims Site for Schools

http://praacticalaac.org/?s=aided+language+input

http://praacticalaac.org/?s=Core+fringe

https://www.mytobiidynavox.com/

https://www.assistiveware.com

http://funinecse.blogspot.ca/2017/10/core-vocabulary-read-aloud-favorites.html

http://www.speechlanguagepirates.com/books-for-targeting-core-vocabulary/

Click here for a starter kit for using visuals in the Kindergarten Classroom.

Getting Students Ready to Communicate, Learn, and Play

• Rules and Routines Video (9 mins)
  Overview of classroom rules, routines, and strategies for building independence
  Watch the video
  
  

• Supporting Transitions Tip Sheet
  Practical strategies to support student transitions in classroom routines
  View the tip sheet
  
  

Ready-Made Visuals

• Classroom Visual Schedule
  Represents daily events, shows sequence, signals transitions
  Download classroom schedule
  How to use classroom schedule
  
  

• Individual Visual Schedule
  Supports personal routines; may require First/Then boards or backward chaining
  Download individual schedule
  Watch demo video (2 mins)
  
  

• Hip Cards
  Visuals of classroom rules; wearable on lanyards or belt buckles
  Download hip cards
  Download staggered label version
  Watch visual cue demo (<1 min)
  
  

• First Then Board
  Shows activity order and motivates task completion
  Download board
  Watch demo video (<1 min)
  How to use tip sheet
  
  

• Choice Boards
  Helps students make decisions about activities and reinforcers
  Download activity choice board
  Download song choice board
  Watch demo video (<1 min)
  How to use tip sheet
  
  

• Universal "No" Symbol
  Indicates unavailable items or activities
  Download universal "No"
  Watch demo video (<1 min)
  
  

• Independent Activity Schedules
  Supports routines like toileting, handwashing, dressing
  Bathroom and handwashing sequences
  Winter dressing schedule
  Watch demo video (2 mins)
  
  

• Other Visuals
  Includes token boards, home-school communication bridges, social scripts
  Explore other visuals
  
  

Problem Solving Around Visuals

• Visuals Problem Solving Tip Sheet
  Strategies for adapting visuals when they aren’t working
  View the tip sheet

Professional Development

• Using Visuals Effectively in the Classroom
  Six-part webinar series on low-tech visual supports
  Register for Course 6069 on myPATH
  
  

• Learn, Make, and Take with Boardmaker 7
  90-minute webinar on creating visuals and activities using BM7
  Register for Course 6460 on myPATH
  
  

• Supporting Communication in DD/DK Classrooms
  Four-part webinar series focused on organizing classrooms and enhancing communication
  Access Module 1

Click here to access the Starter Kit for Using Visuals in the Kindergarten Classroom.

Click here for a list of visuals to support mental health and well being at home and in the classroom.