
Using AAC in the Early Learning Classroom
How Early Childhood Educators Can Use AAC to Unlock Communication
Every Child Deserves to Communicate
In early childhood education, communication is the key that unlocks the door to learning, social interaction, and emotional development. Some young children have diagnoses or developmental delays that impact their ability to communicate verbally, such as autism, cerebral palsy, down syndrome, apraxia, or language delay. AAC is one tool to bridge this gap, allowing children to express themselves, interact with others, and participate more fully in the classroom. To learn more about using AAC and other strategies to support language development for children with autism, check out our on-demand course on Autism and Language & Communication Strategies.
What is AAC?

Types of AAC
AAC encompasses a broad range of communication methods designed to support individuals who have difficulty with verbal speech. Here are some examples:
1. Sign Language
Sign language is a form of communication that uses hand gestures, facial expressions, and body language. One benefit of sign language is that the child doesn’t need any special tools or devices to use it - all they need is their own body. Sign language can help children express themselves and can be especially useful for commonly used words like “more” or “all done.” Children can use sign language to communicate their basic wants and needs.
2. Visual Supports
3. Technology-Based AAC
How AAC Helps in The Classroom
Part-Time AAC Use
For many children, they’ll use AAC like pictures or gestures
part of the time and verbal speech part of the time. AAC like sign language and
visual supports can be a bridge to verbal speech. Often, children are able to
sign a word or point to a picture to express their wants or needs long before
they can verbalize the word.
Even after kids have developed spoken language, they may not always have access to the words they need to use. When young children become dysregulated, the language portion of their brain may go offline, and they can have difficulty accessing their words. We all lose skills when we’re stressed. It can be challenging for any of us to perform at our highest level when we are feeling anxious or under stress. Particularly for many autistic children, speech and language ability might be one of the first skills that declines under stress. Different types of AAC like visuals and pictures can give kids a lifeline during these times, as they may be able to point to a picture even if they are not able to access their own spoken language while they are dysregulated.
Give Children as Many Tools for Communication as Possible
If you have a child in your classroom who struggles to communicate, chances are one of your main goals is likely just to understand them better. You probably want to know them better, have conversations, get to know what they’re thinking and connect with them. That conversation doesn’t have to come from their mouth or spoken words. AAC – whether it’s sign language, visual supports, or an AAC app – gives you a bridge to build connection. When you start using AAC, look for that increase in connection. Is the child engaging with the teacher more? Are they looking more toward peers because friends are starting to realize this child has something to say? Using AAC in an inclusive classroom builds connection, participation, and a sense of community.
Debunking Myths About Disability & AAC
Unfortunately, in our society, there’s often a misconception
that if someone doesn’t speak verbally, they may not have anything to say. Or that
they may have a cognitive impairment. This couldn’t be farther from the truth.
Don’t mistake non-speaking for non-thinking. Even when a child doesn’t use
verbal speech, we should presume competence and that they do have things they
would like to say. Speech and thought are separate abilities, so we should
approach children who are non-speaking with the understanding that they are
fully capable of complex thoughts, feelings, and ideas, even if they can’t
express them verbally. When we see children are capable, we provide meaningful
communication opportunities (including AAC) that honor their intelligence and
allow their voices to be heard, regardless of their communication style.
Offer AAC to any child who might need it. There are no pre-requisites to AAC. We don’t need to wait for children to have a certain amount of vocabulary words before we give them AAC. And for kids with motor challenges, if pointing or touching accurately to make a direct selection with their pointer finger is challenging, there are options to tailor AAC systems to their needs. Make sure to work with a child’s therapist or family to find the best types of supports for each child.
Equity, Inclusion, and Access
Conclusion
- The IMPACT Team
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