Augmentative Alternative Communication (AAC)

AAC and When to Request an Evaluation

What is AAC?
AAC stands for Augmentative and Alternative Communication, which refers to all forms of
communication—other than oral speech—used to express thoughts, needs, wants, and ideas.
Everyone uses AAC to some extent (e.g., gestures, facial expressions, writing), but for students
who have significant speech or language challenges, AAC can be a vital tool for communication
and learning.

AAC systems are generally categorized by their level of technology:

• Light-tech AAC includes non-electronic tools such as picture exchange systems, communication boards, and written messages.
  
• Mid-tech AAC refers to simple electronic devices with limited outputs, such as single-message voice output buttons or sequenced message devices.
  
• High-tech AAC involves more complex systems, such as speech-generating devices or tablet-based apps that offer robust vocabulary and language-building features.

Why AAC Matters in Education
AAC serves two primary functions:

1. Providing a voice: For students who are non-speaking or minimally verbal, AAC offers
   a consistent and functional way to communicate.
   
2. Building language: AAC is not just a substitute for speech—it’s a tool to develop and
   expand language skills. In an educational setting, AAC supports literacy, academic
   participation, and social interaction, allowing students to more fully engage in their
   learning environment.

When to Consider Requesting an AAC Evaluation
Teachers and Speech Language Pathologists play a key role in identifying students who may
benefit from AAC. Consider consulting with your school’s AAC specialist if a student:

• Is not making expected progress with speech goals
  
• Has limited expressive language compared to receptive understanding
  
• Relies heavily on gestures or behaviors to communicate needs
  
• Uses only a few words or vocalizations that are difficult to understand
  
• Has a diagnosis that may affect speech production (e.g., apraxia, dysarthria, autism, cerebral palsy)

What Happens During an AAC Evaluation?
An AAC specialist will assess a variety of factors to determine the most appropriate supports.
These include:

• Receptive vs. expressive language gap – Is the student understanding more than they can express?
  
• Speech progress – Has the student plateaued in their verbal speech development?
  
• Contributing diagnoses – Are there motor, neurological, or developmental factors affecting speech?
  
• Accessibility concerns – How do vision, motor skills, hearing, cognitive ability, and behavior influence AAC use?
  
• Language background – Is the student bilingual or multilingual?
  
• Previous AAC use – Have any systems or tools been tried? Were they successful?
  
• Communication partners – Who does the student communicate with regularly (e.g., peers, family, staff), and what is their familiarity with AAC?
  
• Purpose of AAC – Will AAC be used to augment speech (support existing words) o replace it entirely?

The Role of the IEP Team
An IEP team determines criteria for augmentative and alternative communication (AAC) use by
considering a student’s communication needs, skills, and the impact of their disability on their
ability to access the curriculum and participate in school activities. Ultimately, the IEP team must
consider whether assistive technology is necessary for the student to:

• Achieve his/her goals and objectives;
  
• Gain meaningful benefit from their education; and/or
  
• Make reasonable progress in the least restrictive environment.

Make a Referral
AAC evaluations are provided through Lane Education Service District. Fill out the referral form
linked here.