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Albizu University

Augmentative and Alternative Communication

Over the past decades, professionals from various fields, including special education, biomedical engineering, occupational therapy, and information technology, have made significant strides toward providing individuals with speech difficulties with access to functional communication. Augmentative and alternative communication (AAC) interventions offer the best tools for children with impaired language development to achieve considerable feats of independence, resulting in improved academic performances and social participation (Heo & Kang, 2019). The American Speech-Language-Hearing Association (ASHA) has recorded a significant increase in the popularity AAC, with over two million individuals with communication deficiencies in the U.S. using AAC devices.

Markedly, with the aid of innovative devices, AAC utilizes the abilities displayed by persons with speech disabilities to compensate for their deficiencies in verbal communication. According to the international society for augmentative and alternative communication (ISAAC), AAC refers to a combination of mechanisms and approaches used by individuals with language impairments to counter their communication challenges (Kuder, 2018). Functional AAC systems integrate four equally essential components: communication aid, symbol systems, communication techniques, and communication strategies (Kuder, 2018). AAC is integral in alleviating the challenges that individuals with speech difficulties encounter.

Two techniques are considered when developing functional AAC systems: aided augmentative communication systems and unaided augmentative techniques. Aided augmentative communication systems comprise tools or devices that range from simple items such as communication boards to sophisticated tools such as computerized speech output gadgets. Notably, low technology-aided methods are more preferred to high technology systems when dealing with children because they promote interaction during the communication process (Heo & Kang, 2019). Precisely, a communication partner is required to voice the terms selected by the AAC system user; thus, this encourages interaction. Conversely, unaided augmentative techniques facilitate communication without the need for external processes or devices. They utilize either sign or spoken language skills and are easier to implement due to their portability and ease of use. Nevertheless, unaided systems that use sign language are not adequate for the majority of students with disabilities as they experience challenges with signing; therefore, they limit the number of available communication partners. Notwithstanding, it is indispensable to consider both aided and unaided argumentative communication techniques when developing functional AAC devices to meet needs of every individual suffering from speech disorders.

Albeit AAC approaches provide phenomenal platforms for speech-impaired children to not only develop their communication skills but also engage in social activities that are necessary for cognitive and emotional development, without proper implementation and utilization, the resources, efforts, and technology involved in their development become futile. Often, AAC system users become passive communication partners, as they depend on verbal partners to determine the course of their communication processes (Kuder, 2018). In addition to not initiating conversations, some withdraw their participation in discussions initiated by their speaking partners, leading to communication breakdown. This failure can be attributed to many factors, including the tendency of speaking partners to dominate the interactions and make disparaging comments. Accordingly, it is imperative to ensure proper implementation and utilization of AAC approaches to ensure that they are effective.

With the modern advancements in technology, all children can develop communication skills regardless of their cognitive and physical disabilities. The recent proliferation of AAC systems provides a plethora of choices for verbally impaired learners to build communication capabilities. Howbeit, many verbally impaired children cannot exploit these systems due to financial constraints and lack of information about their use among speaking partners, including parents, teachers, domestic caregivers, and medical practitioners. Therefore, there is a need for these caregivers to familiarize themselves with these systems to help the children with speech impairments become active members of the community.