What is AAC?

AAC stands for ‘Alternative and Augmentative Communication’. Confused?! It sounds like a bit of a mouthful, but put simply, it means any other form of communication that isn’t speech. AAC includes tools and strategies which support individuals who find it difficult to communicate.

There are many different types of AAC. These range from ‘unaided’ systems which make use of non-verbal communication like gestures, facial expression and sign language to ‘aided’ systems. These can be broken down further, but before we delve into the different types of aided AAC systems, let’s talk about who might find them useful and why they might use them!

Who is AAC for?

AAC is for everyone! It is for all ages and all abilities. Many AAC users are Autistic and non-speaking, however, there are a much wider variety of individuals who find AAC helpful. Let’s take a child who has a complex speech sound disorder for example. AAC can be an invaluable tool in helping them express themselves while they are working on developing their speech, reducing their frustrations and making them feel like a successful communicator.

Why use AAC?

Giving individuals access to robust AAC systems ensures that they are able to have their voice heard.  Just because an individual is unable to speak doesn’t mean they don’t have ‘a voice’.

“Presuming a non-speaking child has nothing to say is like presuming an adult without a car has nowhere to go!” AAC is for individuals of all ages. - Ellen Notbohm

Well designed and thought-out AAC systems can help individuals communicate a wide range of messages. Here at Inclusive Communication, we have carefully considered all the reasons or ‘purposes’ we communicate for when creating our communication aids, for example: commenting on what someone has said, asking and answering questions, sharing interests, saying how we feel and much, much more. Using AAC helps individuals communicate all of these messages, helping them to form relationships, friendships and meaningful interactions with others.

Many parents of children who use AAC often worry that it wills stop them from talking, however research has actually shown the opposite and that AAC systems can support speech production[1]. Because most AAC systems make use of symbols alongside text, they also have benefits for literacy development as well as language areas such as vocabulary.

What are the types of (aided) AAC ?

Aided communication systems (or communication aids) are usually made up of pictures or symbols and text. This combination helps users both with their understanding as well as their expression of language. Aided systems can be divided into:

• Low-tech: These are usually paper-based, such as communication boards or books.

• Mid-tech: Such as switches or buttons which can speak a message when pressed.

• High-tech: Such as electronic communication aids or devices such as tablets with specialist communication apps.

These communication aids use a range of different symbols systems. Here at Inclusive Communication, we are proud to have designed our own specialist ‘Spark Symbols’ system which are clear and easy for individuals to understand and use.

Why should I learn to use AAC if I can speak?

Just like learning another language will help you interact with people from different nationalities, learning to use an AAC system will enable you to confidently communicate with a wider range of people. Many non-AAC users can feel unsure of how to use a system and sometimes even overwhelmed by the number of symbols and words they include. Unfortunately, this means that many AAC users have a limited group of people they can communicate with. By learning more about AAC and how to use it, you are validating that individual’s form of communication and letting them know that you are interested in what they have to say. This can be huge for an them!

If you are interested in learning how to use AAC with others for the first time, look out for our upcoming blog post on ‘Being a Great Communication Partner for someone using AAC’.

Written by Laura Black, Specialist Speech and Language Therapist

[1] DC Millar, JC Light & R.W Schlosser, JSLHR, Vol 49, 248-264 (April 2006)