Communication systems are essential in providing individuals with access to meaningful communication. These systems offer alternative ways to express thoughts, needs, and ideas through symbols, pictures, and speech-generating technology, giving individuals a functional “voice” when spoken language is limited. For individuals with speech and language impairments Augmentative and Alternative Communication (AAC) serves as a critical means of communication that promotes independence, enhances social interaction, and improves overall quality of life.

By supporting both verbal and nonverbal communication, AAC systems allow individuals to fully participate in their daily environments and engage more effectively with family members, peers, and professionals. As speech-language pathologists, it is essential to thoughtfully assess and implement individualized AAC strategies that meet each person’s unique needs, ensuring they can communicate confidently, meaningfully, and with purpose.

When I teach students to use communication systems, I want them to understand that communication is powerful and that their words, signs, or device messages can make things happen and impact the world around them. When students see that what they choose, say, or select actually matters and gets a real response, it helps them understand that their voice is important. That realization builds confidence and supports their ability to speak up and advocate for themselves. At our school, the AAC I utilize with my students range from no/low technology, like language boards, PECS, or communication books, to high technology, such as a voice output device like an iPad or a tablet with a communication system.

Below are some examples of AAC systems I use with my students in our school setting, including but not limited to: The Picture Exchange Communication System (PECS), static display speech-generating devices (SGDs), Language Acquisition through Motor Planning – Words for Life (LAMP WFL), and Proloquo2Go.