Augmentative and Alternative Communication
Augmentative and Alternative Communication refers to “communication methods that help or replace speaking or writing for individuals who struggle in comprehension or production of written or spoken language,” (PBS, 2015).
AAC includes any manual or electronic form, by which a person can express wants, needs, share information, engages in social closeness, or manages social etiquette (Hallahan & Kauffman & Pullen, 338).
AAC can be implemented across content areas and for a variety of purposes. This is a general strategy used for students who have difficulty communicating. The important thing to keep in mind is that it takes time and effort to program electronic devices for content-specific vocabulary and symbols. This is one challenge with utilizing AAC in the classroom.
There are different types of augmentative communication devices.
Some examples of AACs are picture and symbol communication boards, gestures, and electronic devices.
AAC includes any manual or electronic form, by which a person can express wants, needs, share information, engages in social closeness, or manages social etiquette (Hallahan & Kauffman & Pullen, 338).
AAC can be implemented across content areas and for a variety of purposes. This is a general strategy used for students who have difficulty communicating. The important thing to keep in mind is that it takes time and effort to program electronic devices for content-specific vocabulary and symbols. This is one challenge with utilizing AAC in the classroom.
There are different types of augmentative communication devices.
Some examples of AACs are picture and symbol communication boards, gestures, and electronic devices.
Types of AAC Devices
Unaided Communication Devices: relies on the user’s body to transmit messages (i.e. gestures, body language, or sign language)
Aided Communication Devices: requires the use of specific tools or equipment along with the use of the body to transmit messages (i.e. paper and pencil, communication boards/devices). These types of aids can be programmed specifically for the student or in another language.
Who Can Benefit From Use of AACs?
Students with a wide range of disabilities can utilize AAC methods. From a range of intelligence levels to highly intellectually disabled, but the student must have the inability to communicate successfully through speech. This may is usually due to a physical impairment. Some examples of disabilities that may inhibit communication are: cerebral palsy, autism, speech disorders, developmental disabilities, or rare genetic syndromes.
When gestures or manual signs are not useful or possible, many people with severe physical limitations must use a different type of communication involving special equipment.
What the Research Says
Today, researchers are finding increasingly new and innovating technological solutions to non-vocal communication. The increase in the power and availability of microcomputers has drastically changed the ability to provide AAC to students. The new focus on ACC and literacy and the right to use print now parallels the emphasis on literacy for traditional students (Hallahan & Kauffman & Pullen, 339).
Unaided Communication Devices: relies on the user’s body to transmit messages (i.e. gestures, body language, or sign language)
Aided Communication Devices: requires the use of specific tools or equipment along with the use of the body to transmit messages (i.e. paper and pencil, communication boards/devices). These types of aids can be programmed specifically for the student or in another language.
Who Can Benefit From Use of AACs?
Students with a wide range of disabilities can utilize AAC methods. From a range of intelligence levels to highly intellectually disabled, but the student must have the inability to communicate successfully through speech. This may is usually due to a physical impairment. Some examples of disabilities that may inhibit communication are: cerebral palsy, autism, speech disorders, developmental disabilities, or rare genetic syndromes.
When gestures or manual signs are not useful or possible, many people with severe physical limitations must use a different type of communication involving special equipment.
What the Research Says
Today, researchers are finding increasingly new and innovating technological solutions to non-vocal communication. The increase in the power and availability of microcomputers has drastically changed the ability to provide AAC to students. The new focus on ACC and literacy and the right to use print now parallels the emphasis on literacy for traditional students (Hallahan & Kauffman & Pullen, 339).