Katy Leckenby and Meaghan Ebbgae-Taylor – Aided Language and AAC in the Classroom:Breaking Down Barriers with Speech, Language and Communication Needs
What is AAC?
AAC stands for Alternative and Augmentative Communication.
Put simply, it can be used in place of speech or to support speech—both approaches are equally valid for individuals of any age. The ultimate aim of AAC is to empower users to participate in a wide variety of communication experiences. As educators, our role is to guide and support learners in using AAC, while respecting that it’s their choice when and how they use it.
When selecting the most suitable AAC system for a learner, multiple factors must be taken into account. These include decisions about using unaided versus aided communication, choosing between paper-based or electronic formats, selecting symbol-based or text-based vocabularies, and determining the most effective method for the user to access the system, among other considerations.
By providing AAC learners with meaningful opportunities to engage in a variety of contexts, we empower them to express themselves freely—“to say whatever I want to say, to whoever I want to say it to, whenever I want to say it” (Porter, 2018).
Katy Leckenby and Meaghan Ebbage-Taylor currently work at Ace Centre, but prior to this, we both spent several years as special needs teachers, supporting individuals with Speech, Language, and Communication Needs (SLCN), who use AAC. Through our experience, we encountered the limited support provided to teachers, especially when working with learners who rely on AAC. During our teacher training, like many others across the country, we received no specific training on how to best support these learners. We also faced challenges in securing consistent Speech and Language Therapy support. As a result, we often spent our personal time researching AAC and seeking guidance from AAC device suppliers to enhance our knowledge and skills. Far too often, teachers are left without clear guidance on the most effective approaches to help these learners succeed.
As a result of this experience, we wrote and published the book ‘AAC and Aided Language in the Classroom: Breaking Down Barriers for Learners with Speech, Language and Communication Needs’ to support educators like ourselves.
This is available through Routelege here: https://www.routledge.com/AAC-and-Aided-Language-in-the-Classroom-Breaking-Down-Barriers-for-Learners-with-Speech-Language-and-Communication-Needs/Leckenby-Ebbage-Taylor/p/book/9781032531960
What are some myths and misconceptions relating to AAC and aided language?
As educators, we often have the most experience with the AAC systems that are already in place within our schools. Trying to support AAC systems that are unfamiliar can feel daunting, especially when they differ from what we’re used to. However, understanding the wide range of aided AAC options available is essential in order to make informed decisions that best support your pupils—both now and as they grow.
Romski and Sevcik (2005) identified several myths and misconceptions that can act as barriers to implementing aided language and AAC. As you begin to introduce aided language in the classroom, you may encounter some of these common challenges.
These include:
Myth 1 – AAC is a “last resort” in speech-language intervention.
Myth 2 – AAC hinders or stops further speech development.
Myth 3- Children must have a certain set of skills to be able to benefit from AAC.
Myth 4 – Speech-generating AAC devices are only for children with intact cognition.
Myth 5 – Children have to be a certain age to be able to benefit from AAC.
Myth 6 -There is a representational hierarchy of symbols from objects to written words (traditional orthography).
How do we teach AAC and aided language?
When teaching aided language, you may find yourself leaning towards teaching nous as these are often easy to guess or prompt, especially in structured settings. However, just because a child can label objects doesn’t mean they’re using functional language to truly communicate. Real communication goes beyond naming—it involves expressing wants and needs, forming relationships, sharing ideas, asking questions, and engaging in social interaction. We don’t speak in nouns alone; natural language includes verbs, descriptors, pronouns, and social phrases that help us connect with others. Supporting AAC learners means giving them access to a broad range of vocabulary and modeling how language is used meaningfully in everyday interactions.
Research shows that individuals learn the symbol sets they are exposed to and taught (Sevcik et al., 2018). However, what truly matters is ensuring they understand the meaning behind those symbols. Modeling play the most significant role in supporting language development.
Modelling
Gayle Porter’s model (2004) highlights the significance of using aided language—the shared language of the AAC system—when supporting a learner who uses AAC. This is depicted in the illustration below.
There are 3 main forms of modelling.
Modelling to Attribute Meaning:
- This is particularly important for learners with significant and complex communication needs.
- It supports the interpretation of messages expressed through non-verbal or informal communication methods.
- Effective modelling in these situations depends greatly on the communication partner’s ability to observe and respond thoughtfully.
For instance, if a learner seems excited, you might respond by recognising their emotion and modelling a phrase such as: “You look happy today!”
Personal Modelling
- This naturally occurs during everyday interactions when you model language using the learner’s AAC system.
- The goal isn’t to represent every single word with a symbol—that can quickly become overwhelming for both the AAC user and their communication partner.
- Instead, concentrate on modelling a few essential words—preferably core vocabulary—using the symbols already available on the learner’s device. The focus is on keeping communication practical and accessible, rather than modelling full sentences unless it’s appropriate to do so.
For example, you might say: “Hi Tom! Want go outside now?” while highlighting just the key words on the AAC system.
Scaffolding with Modelling
- This strategy is most effective for learners who are more advanced and already comfortable using their AAC system.
- When a learner is communicating with single symbols, the communication partner can support language growth by modelling short combinations—such as two-symbol phrases.
For example:If the learner says “grapes” during snack time, you might respond with, “Oh, you want more grapes?”
Peer modeling can often be more influential than adult modeling, as the language used is typically more informal, spontaneous, and conversational, revolving around casual topics outside the formal classroom environment. Providing opportunities for shared AAC (Augmentative and Alternative Communication) experiences promotes social learning, allowing both the AAC user and their peers to enhance their social interaction abilities (Bourque, 2020).
Diversity of language
Learners should have the opportunity to use a variety of language functions in the classroom, as outlined by Light (1988). These functions may include:
- Getting someone’s attention
- Saying hello or greeting others
- Making different types of requests, such as asking for a person, object, activity, action, repetition, help, or for something to stop
- Sharing information
- Expressing disagreement or refusal
- Communicating feelings
- Expressing likes and dislikes
- Engaging in negotiation
- Participating in discussions
- Contributing to planning activities
Core vocabulary
Core vocabulary is essential in helping learners build a broad range of communication skills that extend beyond simple requests. Words such as stop, go, help, more, and like are highly adaptable and can be applied in various situations, facilitating the generalisation and transfer of communication skills across different contexts.Core vocabulary plays a crucial role in helping learners develop a wide range of communication skills that go far beyond basic requesting. Words like stop, go, help, more, and like are versatile and can be used across various situations, making it easier for learners to generalise and transfer their communication skills from one context to another. Core vocabulary makes up 80% of what we communicate verbally.
Fringe vocabulary
‘Fringe’ vocabulary refers to the specific words used in limited contexts or situations, often comprising nouns and proper nouns. This vocabulary makes up only 20% of our everyday language, after core vocabulary.
Educators focus on fringe vocabulary, as a result, we tend to focus on teaching many topic-specific terms.
Fringe vocabulary works alongside core vocabulary to support communication. While core vocabulary forms the foundation for expressing basic ideas. Together, they are essential for clear and effective communication.
Resources
When educators think about AAC, they often picture various electronic devices and vocabulary systems. However, using paper-based resources can sometimes be simpler—and far more cost-effective!
In many ways, communication partners are more effective than computers:
- They understand the context of the conversation
- They can recognise when a learner may have made an error
- They can pace the interaction, unlike dynamic computer screens which can quickly lead users down a confusing path of multiple selections
Remember to be kind yourself when first implementing AAC and aided language into your classroom so you do not beome overwhelmed and to increase the chances of success. Always ‘presume competence’ This approach aligns with the Least Dangerous Assumption (Jorgensen, 2005), which encourages us to presume competence and provide access to rich, meaningful communication opportunities—regardless of the tool used.
References
Leckenby, K. and Ebbage-Taylor, M. (2024) AAC and Aided Language in the Classroom: Breaking Down Barriers for Learners with Speech, Language and Communication Needs Oxon: Nasen Spotlight series, Routledge
Bourque, L., (2020). Presume competence: What does it mean and why does it matter? [online] (Accessed 9 Apr. 2025).
Jorgensen, C.M., (2005). The least dangerous assumption: A challenge to create a new paradigm. Available at: http://www.barnstablesepac.com/presentations/JorgensenLeastDangerousAssumption.pdf (Accessed 9 Apr. 2025).
Light, J. (1988). Interaction involving individuals using augmentative and alternative communication systems: State of the art and future directions. Augmentative and Alternative Communication, 4, 66–82
Porter, G. (2004), Adapted by Farrall, J. (2019) Language, Communication & AAC Available at: https://janefarrall.com/wp-content/uploads/2019/10/03-Language-Communication-and-AAC.pdf (Accessed: 14 January 2024).
Porter, G. (2018). Pragmatic Organisation Dynamic Display Communication Books: Introductory Workshop. Melb: Cerebral Palsy Education Centre
Romski, M., & Sevcik, R. A. (2005). Augmentative communication and early intervention: Myths and realities. Infants & Young Children, 18(3), 174–185. https://doi.org/10.1097/00001163-200507000-00002
Sevcik, R.A., Barton-Hulsey, A., Romski, M. and Hyatt Fonseca, A. (2018). Visual-graphic symbol acquisition in school age children with developmental and language delays. Augmentative and Alternative Communication, 34(4), pp.265–275. doi:https://doi.org/10.1080/07434618.2018.1522547.