Communication

AAC stands for Augmentative and Alternative Communication.

AAC is a broad term that encompasses any communication method that supplements or replaces speech or writing for people with additional communication support needs.
AAC can be used by people of all ages, with a variety of communication needs.

There are many different types of AAC, including:

Low-tech AAC: These are simple, non-electronic communication methods, such as gesture boards, picture symbols, and communication books, and what is commonly called 'visuals'. Examples of low-tech AAC devices include:

• Picture communication boards

• Social Stories

• Communication books

• Alphabet charts

• Symbolstix

Mid-tech AAC:  these are devices that are more complex than low-tech devices, but still relatively easy to use. They often have a keyboard or other input device such as switches, eye gaze, or touch screens that allow users to select symbols or words, and may generate a variety of output options, such as speech, text, or symbols. Examples of mid-tech AAC devices include: 

• Step by Step

• TouchChat

• Dynavox

• LAMP Words for Life

High-tech AAC: These are sophisticated computer-based systems that can generate speech, text, or other output. They often have a touchscreen interface and a variety of features, such as speech output, text-to-speech, and word prediction. Examples of high-tech AAC devices include:

• iPad with Proloquo2Go app

• Tobii Dynavox I-13

• Saltillo Edge

The best type of AAC for a particular individual will depend on their communication needs, abilities, and preferences. AAC can be a very effective way for people with communication impairments to express themselves, communicate their needs, and participate in all aspects of life. It is also an inclusive tool: AAC can be used to support all learners regardless of their communication abilities.

'Visuals' 

AAC visuals term generally refers to  any type of visual aid that can support communication, including pictures, photographs, real objects of reference etc.. Visuals can be used to represent objects, actions, concepts, or ideas, and aim to to support learners in a variety of ways, such as to introduce new vocabulary, communicate, participate and scaffold understanding of their environment.  Visuals such as picture symbols and photographs of objects or scenes are the most commonly used AAC tool in classrooms, and can be especially helpful for people who have difficulty understanding abstract symbols.

Visuals should be clear, simple, consistent, and easy to understand, and also be relevant to students' interests and experiences. Aim to make  visuals accessible to all learners in your class to avoid 'singling out' - everyone can benefit from a visual timetable, for example.
It can be very tempting to introduce a huge range of often very specific visual all at once (especially for topic work), and put up a range of visual timetables, class rules, first - then charts, placemats, chatmats and choiceboads in class, but this does not always work as intended. Students will not ‘automatically’ know how to use and interpret visuals, so is really important that any vocabulary (including visual vocabulary) you want to use with learners is taught, modelled and understood, and starting with a selection of core words is a great way to get the communication going. I strongly recommend working through 'Project Core' to learn more about visuals.