Augmentative and alternative communication (AAC) is a term referring to all communication other than natural speech. Low-Tech AAC comprises tools and strategies that do not involve electronics and do not require batteries. Examples of Low-tech AAC are PECS (Picture Exchange Communication System), symbol charts, communication boards, communication books, etc.

The user selects letters, words, or phrases from the communication charts to convey their message. Users can use a body part such as their finger or toe, a head pointer, eye gaze,  mouth stick, light pointer, or a hand-held pointer for the selection.

                       

1. Arrival

Yes/No questioning-regarding hot or cold lunch option for the day.

Live voice scan-regarding who children want to be their “helper” for the day or who they want to sit by at circle time.

Single message units can be used to greet staff or peers.

A sequential message unit can be used to allow for communication regarding arrival topics, such as requesting assistance with removal of outerwear or items in a backpack.

The student can use a multiple location device to make comments or respond to questions.

  2. Pre-Literature Activity

An aided language-stimulation approach can be used regarding set up activities (i.e., book choice, reading location, and reader).

3. Literature Activity

A single message device can be used for the student to request that the page of a book be turned or the repetitive line of a story be read.

The student can use eye gaze to identify vocabulary words upon request.

An aided language-stimulation approach can be used regarding repetitive topics in the book (i.e., Brown Bear-icon choices can be a brown bear, blue horse, goldfish, and eyes for “I see a...“)

4. Post-Literature Activity

A picture communication board can be used for the student to comment on a story or to make requests. For example, the student’s communication options might be “That’s scary,” “That’s funny,” “Read it again.”

Yes/no questions or live voice scan can be used to assess the student’s comprehension of the book.

5. Social Studies

The student can activate a sequential message device to call on peers or identify a state and have a peer name the corresponding capital.

The student can use a switch-activated spinner to select a picture symbol of a state and activate a single message device to request the name of the state.

Picture symbols can be sequenced to represent events of a trip.

A multiple location overlay can be used on a voice output device to direct peers to move from location to location on a map.

6. Math

The student can use a switch-activated spinner to select numerals to create math calculation problems for their classmates to compute.

A multiple location overlay can be used on a voice output device for the student to identify values of mixed groups of coins.

7. Sharing

Velcro can be used to attach a souvenir onto a single message device. Students can activate a prerecorded message to give details about their souvenir to the class.

The student can demonstrate an electrically powered toy with a switch, activated with an AAC device.

A multiple location overlay on a voice output device can be used for a student to direct peers in a multiple step recipe or experiment.

A student can ask peers questions or make comments using a multiple location communication device.

8. Lunch

Students can use a customized lunch tray, lunchbox, or placemat with picture symbols to make comments or requests in the lunchroom setting.

The student can use any multiple location voice output device to order lunch items.

9. Recess

Wristbands can be created with digital photos for choice making between recess activities (i.e., swing, slide).

The student can wear a fanny pack or a janitor key ring with photos or picture symbols representing choices for recess activities, peers to play with, or general comments and requests.

The student can use a play mat for indoor recess. For example, place picture symbols on a placemat for a bubble-blowing activity (pop it, blow a big bubble, blow a small bubble).

A device with a series of sequential messages can be used to direct peers during a game situation (Simon Says).

10. Departure

The student can use a single-message device to relay a message about events of the school day to the home setting.