How AAC supports communication, learning and participation at school
In every classroom across every school, communication is the beating heart behind learning. It underpins how students engage with content, build relationships and demonstrate what they know.
So, for students with diverse communication needs and preferences, Augmentative and Alternative Communication (AAC) is not just a nice-to-have or a specialist add-on – it’s actually essential for participation, learning and connection.
What is AAC?
Augmentative and Alternative Communication (AAC) refers to the different ways a person can communicate besides speech.
AAC can be either unaided or aided.
Unaided AAC
This includes approaches such as gesture, facial expression, body language, eye gaze, key word sign etc.
Aided
This includes low-tech tools (such as core boards and books) and high-tech systems (such as speech-generating devices or apps).
AAC opens the door to learning
One of the most persistent myths in education is the idea that students need to demonstrate ‘readiness’ before being introduced to AAC. In fact, the opposite is true: AAC supports readiness.
When students have access to robust communication systems, they are better able to engage, express themselves and learn. Without it, communication barriers can affect all aspects of a student’s education experience and participation – not just in speech and language.
- Engagement in learning tasks + classroom activities
- Academic performance
- Behaviour and emotional regulation
- Social relationships
- Independence and self-advocacy.
(New to AAC or want to build your understanding? Consider completing our Foundations of AAC training module. It covers the key principles behind effective AAC use in the classroom and is a great place to start).
The ripple effect
We all communicate in different ways, for different purposes. But when communication isn’t fully supported or understood, it can create barriers to clearly expressing needs, thoughts and intentions.
In these situations, miscommunication is more likely to occur, with adults relying more heavily on interpreting behaviours or filling in the gaps. This can make it harder to accurately understand what a student is trying to communicate.
Over time, this can mean missing a student’s full potential – or creating less opportunities for meaningful participation in the school environment.
AAC changes this.
Aided AAC systems can include everything from simple core boards (low-tech) to speech-generating devices and apps (high-tech). But whatever the form, it gives students a way to share their thoughts, take part in learning – and show the world what they are capable of.
So, what does effective AAC look like in the classroom?
Successful AAC implementation doesn’t happen in isolation. It works best when it is embedded throughout the school day – and across subjects, settings and communication partners.
Some key elements of effective AAC use in schools include:
Consistent modelling
One of the best strategies for building language is for communication partners (e.g. teachers, aides, therapists and peers) to model it. This approach helps students learn how to use their systems by seeing them used in real contexts and everyday situations.
Not sure where to start? Try these practical tips in your own classroom.
A whole-day approach
AAC can play a big role throughout the day – not just during therapy sessions or specific activities. It can be part of day-to-day classroom routines, including during lessons, transitions, social time and play.
Multi-modal communication systems
Low-tech and high-tech AAC can coexist. By providing multiple options for students, it helps ensure they can communicate in different environments and situations.
Making participation your North Star
The goal with AAC is more than simply using the device. It’s to give students the tools to participate actively and meaningfully in classroom life. The magic happens when we focus on all those little moments and interactions that happen throughout the day – they’re the ones that count!
There’s more to AAC than just asking
If you or your school are new to AAC, it’s good to remember that communication is two-way.
After all, an inclusive classroom gives every student the opportunity to:
- Ask and answer questions
- Share opinions and ideas
- Comment, joke and interact socially
- Take part in group work and discussions.
AAC systems should reflect this. Because when implemented well, these incredibly powerful systems support a full range of communication functions – not just basic needs.
AAC and your school
Implementing an effective, long-term AAC approach is about more than devices and systems. It’s about building confidence and consistency across a school’s classrooms, playground and community.
Partnering with Liberator means you can:
- Develop a whole-school confidence in AAC
- Build knowledge through training and modelling support
- Implement low-tech and high-tech systems into your school
- Align AAC with curriculum access and classroom routines
- Strengthen communication partner skills across teams
- Embed sustainable, outcomes-focused implementation – not isolated use.
Start the conversation
If you’re looking to introduce AAC, strengthen your current approach or explore practical classroom strategies, we’d love to support you.
Contact us
📞Tel: 02 9124 9945
📧 Email: support@liberator.net.au
💬 Or book a 1:1 chat with your local Liberator consultant
**We’re also heading to SEPLA-CON on July 20-21 – pop by Booth #B8 for a chat!**