What is augmentative and alternative communication?  Augmentative and alternative communication (AAC) is a method of communication that is used by individuals who have difficulty with or are unable to use standard forms of communication - spoken language, sign language, body language, and handwritten language - to express themselves. To communicate effectively, these individuals use alternative methods to represent, select, and transmit messages. Some of these methods are: symbols, drawings, words, letters, and photgraphs. Many of these methods are used in combination with each other and organized using either a communication book or device. Messages then can be transmitted using AAC aids - electronic or non-electronic devices - to ensure effective and efficient communication.

A picture is worth 1,000 words: Using pictures as a visual aid is form of AAC that allows for reciprocal communication between students and their teachers/families, and helps students find meaning in instructional practices. An advantage with the picture system is that it is universally recognized; instead of creating a verbal picture with words, learners have generalized symbols already available that can help them to see and then convey what they want to say to others, and understand what others want to communicate back to them. A valuable picture communication tool is picture cards. Picture cards help students connect concrete images (e.g. a picture of a pencil) with abstract concepts (e.g. the written word "pencil). This system develops students' cognitive processes so that they understand the tasks asked of them and are able to communicate their needs. A form of AAC that has received worldwide recognition is the Picture Exchange Communication System (PECS), which is a six step program that uses picture cards to foster and facilitate communication. 

Recommended website: An excellent website that lists multiple resources for finding and using pictures online is called "Simplified Technology". Developed by Linda Burkhart, this site also contains links to other assistive technology and augmentative communication resources for instructors, families, and students. The section of the website dedicated to finding pictures online can be found here.

"Inclusion, as a value, supports the right of all children, regardless of their diverse abilities, to participate actively in natural settings within their communities." Council for Exceptional Children, Division of Early Childhood's position statement

The home is the most natural setting that a child of any age will encounter on a daily basis. The definition of "home" may be different for many children. Home may be a foster care placement, a house with family members, a shelter, or a host of other scenarios. Wherever "home" is for a child, there are many opportunities to be included in everyday activities to build skills and a sense of belonging to a family unit. If a child feels a sense of acceptance and accomplishment at home, he or she will have more confidence to foster relationships at school and in the community. Below are some ideas about how to include a child with disabilities in family activities.

• Make sure that all members of the immediate family can communicate with a child with disabilities. If the child is using an augmentative communication system (objects symbols, pictures, picture symbols, etc.) have all family members become familiar with the system so that they can engage in communication. Have a communication book, with all of the symbols that the child uses, available for reference. If your child is learning sign language, enlist the family in a basic sign language class.
• Give all of the children in your household chores to do. Contributing to the household is important in establishing a sense of belonging and responsibility. Consider having siblings share tasks that may be too difficult for one of them to do alone.
• Choose leisure activities that all members of the family can enjoy. Call your local disability agency for a list of accessible swimming pools, nature trails, parks, and historic sights.
• Slow down the pace. With the demands of modern life many families are constantly on the move. Chaos and confusion can cause a child with disabilities to withdraw from family activities. Make sure there is time in the day for quiet games, reading, or a family conversation. This will allow a child with disabilities to participate at their own pace.