AAC Awareness Month

October is internationally recognised as the month dedicated to raising awareness about Augmentative and Alternative Communication (AAC). It is an opportunity to highlight the importance of this field in supporting individuals with complex communication needs.

Children who cannot use speech as their primary means of communication often face limitations in expressing their needs, thoughts, and emotions. AAC systems open the door to inclusion, education, and a better social life—an impact supported by a growing body of research in the fields of speech therapy and special education (Beukelman & Light, 2020).

What Is AAC and What Types Does It Include

AAC encompasses a wide range of methods, strategies, and technologies that increase or replace speech. These can include low-tech solutions such as communication books or symbol-based communication boards, as well as high-tech devices like speech-generating devices and systems that enable control through eye tracking, scanning, or selecting fields on the communicator’s screen using switches—or simply by touching the desired symbol on the device’s display (Light & McNaughton, 2014).

This diversity enables an individualised approach tailored to each child’s specific needs, abilities, and the environment in which they currently operate.

What Is AAC For and What Are Its Benefits

AAC is intended for individuals with various developmental or acquired communication difficulties — including children with cerebral palsy, autism (ASD), intellectual disabilities, rare syndromes, or neurological impairments. Its key features include adaptability to individual abilities, integration of symbols, text, and speech, as well as support for language development and social interaction.

The primary benefits of AAC include an enhanced ability to express oneself, increased active participation in education, improved social interaction, and reduced frustration and challenging behaviours that often arise from the inability to communicate one’s own needs and desires (Ganz et al., 2017). Children who use AAC gain a powerful tool for building self-confidence and personal identity.

Challenges in Implementing AAC

Although AAC offers numerous benefits, it also presents challenges in its implementation. On one hand, it requires education and training for the AAC user and their family, as well as for professionals who will use the system in their work with the user. Furthermore, the high cost of specific devices, technical difficulties, and occasional lack of institutional support within educational settings can pose significant obstacles (O’Neill et al., 2018).

Another challenge may be the availability of different AAC systems depending on the language region of a particular country. However, research shows that introducing AAC is highly worthwhile in the long term, as users make faster progress in developing communication skills and become more active participants in everyday activities.

AAC and Multisensory Environments

Since AAC promotes expression and interaction, integrating it with multisensory environments opens up new possibilities for communication. SENcastle and SENcastle Access, as innovative solutions in the field of sensory integration, offer children a safe and stimulating environment for exploration and learning. In such an environment, AAC is not used in isolation but rather as a bridge between the child and their surroundings, further enhancing motivation and engagement (Stephenson & Limbrick, 2015).

Using AAC Devices in SENcastle

In SENcastle, children can use AAC devices to choose which sensory card they would like to activate next on the SENcastle itself, or to comment on the current sensory scene (colours, sounds) using their communication device. Such use of AAC enables children to transition from being passive observers to active creators of their own multisensory experiences, aligning with the principles of inclusive education (Beukelman & Light, 2020).

Here are examples of custom-made communication maps for DialoQ Talk, TD Snap, Grid 3 and Communicator 5:

AAC and SENcastle Access – Accessibility and Inclusion

SENcastle Access further emphasises the importance of accessibility, as it is designed to accommodate children who use wheelchairs. Its main advantage lies in the fact that selecting and activating sensory scenes on the SENcastle Access base can be done in three different ways.

The first method is through eyegaze technology, where users, using custom-made communication pages for SENcastle Access on their device, activate a sensory card and corresponding sensory scene with their eyes.

The second method involves switch access, where switches are connected to the SENcastle base, taking over the function of the physical buttons on the SENcastle Access.

The third option is the direct selection method — pressing the buttons on the SENcastle Access base to activate a new sensory scene.

These diverse interaction options provide an experience of equal opportunities, reduce barriers, and promote inclusion in everyday activities (Light & Drager, 2007).

Why AAC Is Important in the SENcastle Environment

The combination of AAC systems and multisensory solutions, such as SENcastle and SENcastle Access, represents an integration between technology and therapeutic practice. It enables children with complex communication difficulties to actively communicate, make choices, and participate in activities in ways that suit their abilities.

The implementation of AAC systems should be holistic, involving families, professionals, and educational institutions. This approach not only builds communication but also fosters confidence, a sense of belonging, and equality.

October, as AAC Awareness Month, reminds us of the importance of creating environments where every child can have a voice and the opportunity to express their needs—regardless of the communication modality they use.

References

Beukelman, D. R., & Light, J. C. (2020): Augmentative and Alternative Communication: Supporting Children and Adults with Complex Communication Needs (5th ed.). Paul H. Brookes Publishing.
Ganz, J. B., Mason, R. A., Goodwyn, F. D., Boles, M. B., Heath, A. K., & Davis, J. L. (2017): Interaction of participant characteristics and type of AAC with individuals with ASD: A meta-analysis. American Journal on Intellectual and Developmental Disabilities, 122(6), 509–527.
Light, J., & Drager, K. (2007): AAC technologies for young children with complex communication needs: State of the science and future research directions. Augmentative and Alternative Communication, 23(3), 204–216.
Light, J., & McNaughton, D. (2014): Communicative competence for individuals who require augmentative and alternative communication: A new definition for a new era of communication? Augmentative and Alternative Communication, 30(1), 1–18.
O’Neill, T., Light, J., & Pope, L. (2018): Effects of interventions that include aided augmentative and alternative communication input on the communication of individuals with complex communication needs: A meta-analysis. Journal of Speech, Language, and Hearing Research, 61(7), 1743–1765.
Stephenson, J., & Limbrick, L. (2015): A review of the use of touch-screen mobile devices by people with developmental disabilities. Journal of Autism and Developmental Disorders, 45(12), 3777–3791.

Inclusive Communication in Practice – The Connection Between AAC Systems and SENcastle