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?

AAC stands for Augmentative and Alternative Communication. AAC encompasses a variety of methods that a child might use to communicate in addition to oral speech. AAC includes all the ways we communicate besides spoken language. Some types of AAC are low-tech options, like visuals or sign language.  AAC can also be high-tech, such as speech-generating devices or a tablet with a communication app. The goal of AAC is to enhance a person’s ability to communicate effectively. Some kids use AAC instead of spoken language, while other kids use AAC as a supplement, in addition to spoken words.

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

Visual supports include pictures, symbols, or written words that aid in communication. These can range from simple picture cards that kids can point to for requesting (such as pointing to a picture of water to request a drink) to comprehensive communication boards that help children express their needs, ask questions, or comment on what they see. Visual supports can help children understand and follow routines, express themselves, and make choices.

3. Technology-Based AAC

High-tech AAC includes electronic devices such as speech-generating devices, tablets with communication apps, and other digital tools. These devices can produce spoken words and phrases, allowing children with limited verbal skills to communicate more effectively.

Many kids begin with icon-based systems. Robust AAC systems give kids access to dynamic displays where they touch an icon, and it opens to a page of additional icons. Keep in mind, a person needs lots of icons to be able to say what they want to say using this type of system. As kids get older and literacy skills improve, learning how to type is very beneficial because we don’t want to limit what kids can communicate. We want kids to be able to say whatever word they want to, and not be limited by the icons that another person or software has pre-selected for them. Many adult AAC users go back and forth, using both icon and text-based systems for this reason.

If a child in your classroom uses an AAC app or other high-tech AAC, reach out to their family or therapist for training on how to use it. You don’t have to be an AAC specialist to help a child use high-tech AAC, but you do want to make sure to get some guidance from the child’s care team.

How AAC Helps in The Classroom

First and foremost, educators need to know that AAC is an option! It can support any child who has difficulties with verbal speech. Here are some of the key ways AAC increases participation and inclusion in the classroom community:

Facilitating Communication: AAC provides alternative pathways for children to express their needs, thoughts, and feelings, reducing frustration and challenging behaviors associated with communication barriers.

• Enhancing Learning: With the aid of AAC, children can better understand instructions, participate in classroom activities, and engage with educational content.

• Supporting Social Interaction: AAC enables children to interact with peers and adults, fostering social skills and relationships that are vital for emotional and social development.

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 

Effective communication is a fundamental human right. And yet, many children, particularly multiply marginalized children, face barriers to accessing AAC. There are disparities in access to robust communication systems, particularly for children of color and children who speak a language other than English. As an inclusive early learning educator, you can ensure the children in your classroom have access to the communication supports they need by partnering with families and by using strategies that allow all kids to be included and participate fully throughout the day. To foster a truly inclusive environment where all children are included and valued, we have to remember that all communication is valid. Oral speech isn’t a “better” way to communicate. We should not prioritize verbal speech over other forms of communication. Instead, we should meet each child where they are and offer them the supports they need to participate fully in all activities throughout the day. 

Conclusion

As early learning educators, our goal is to create inclusive, supportive environments where all children can thrive. By embracing AAC, we can unlock the potential of all children, enabling them to communicate more effectively and participate fully in classroom activities. Whether through sign language, visual supports, or high-tech AAC devices, these tools offer a pathway to enhanced communication, social interaction, and learning. Make sure to collaborate with families and therapists to ensure that every child has the opportunity to express themselves and succeed.
By implementing these strategies and fostering a communication-rich environment, we can make a profound difference in the lives of our students, helping them to build the skills and confidence they need to reach their full potential. Interested in learning more? Check out this resource from the American Speech-Language-Hearing Association (ASHA).

- The IMPACT Team

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