Augmentative and

Alternative
Communication
(AAC)
Karla Castro
EDU 214 - 1006
Augmentative and Alternative
Communication (AAC)

• AAC is an assistive technology for children,

teen, and adults that help with communication
if the person has trouble with speech or are
non-verbal.

• AAC can have multiple forms:

• Symbol-based – symbols and pictures as a

form of communication.

• Text-based – for those that can read and spell

and use text as a form of communication.

• Hybrid – Combines symbols, pictures, and

text to communicate.
This Photo by Unknown Author is licensed under CC BY-NC-ND
AAC for Special Need
Students in the
Classroom
• AAC devices for special need students can
be f rom sign language, picture boards, and
apps on tablets.

• Most schools use picture boards and

tablets.

• Having this assistive technology allows

special need students develop and help
with communication.

• AAC help students communicate and

interact with their peers and to “to
increase receptive and expressive language
development in young children“
(Lohmann).
Pros and Cons of AAC

Pros:

• Been proven to help with developing communications skills

Pros of Low Tech AAC (picture /text boards):

• Low Cost

• Can be understood by ever yone

• Simple representation in pictures

Pros of High Tech AAC (tablet apps):

• Easy to carr y around

• Apps have voice output in order to call attention to people

Pros and Cons of AAC

Cons of Low Tech AAC (picture /text boards ):

• Diffi cult to transpor t and maintain as pictures or texts may get

lost /new ones printed out

• No voice output to call attention of others

Cons of High Tech AAC (tablet apps) :

• Price – tablets are pricey along with some apps may ask for
subscriptions

• Can lose batter y making the student unable to communicate

properly
AAC Website and
Video
Here AAC applications for tablets can be found:
https://www.assistiveware.com /
 Reference

Lohmann, M. J., Hovey, K. A., Gauvreau, A. N., & Higgins, J. P.

(2019). Using Assistive Technology Tools to Support
Learning in the Inclusive Preschool Classroom. Journal of Special
Education Apprenticeship, 8(2).
Using Assistive Technology Tools to Support
Learning in the Inclusive Preschool Classroom

Through PDF:

https://files.eric.ed.gov/fulltext/EJ1231819.pdf

Through EBSCO/ERIC:

http://ezproxy.library.csn.edu/login?url=http://searc
h.ebscohost.com/login.aspx?direct=true&db=eric&A
N=EJ1231819&site=ehost-live