Augmentative and alternative communication (AAC)

Sociolinguistic research indicates that AAC systems need to be seen as living, developing languages within whole school communities, and not just as tagged-on extras for peripheral individuals. (Chinner et al. 2001: 10)

There are increasing numbers of learners requiring Augmentative and Alternative Communication (AAC) systems in mainstream as well as in special educational settings at the present time. If these learners are to be successfully included, it is essential that a supportive communication environment is provided. This will undoubtedly require all the involved professionals, parents/carers, and learners themselves in planning, and implementing the necessary programs together. For this to be achieved, training, assessment and resources are vital to ensure the most appropriate system is provided for the learner at the relevant time by educators who understand and support their needs.