Teaching AAC in Inclusive Educational Settings: A Systematic Review

What is it about?

Students with significant disabilities and complex communication needs are often taught in separate classrooms from their non-disabled peers, which can limit social, communication and academic experiences. The use of AAC (Augmentative and Alternative Communication) can facilitate greater communication and participation inclusive settings. This article reviews current evidence to determine if AAC can be successfully taught to students with significant disabilities within the inclusive setting and which strategies have been successful in doing so. Suggestions for AAC teaching/therapy, policy development and further research are provided.

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Why is it important?

This systematize review indicates that there is promising evidence that AAC can successfully be taught within the inclusive setting. It is very important to verify this, so students with complex communication are not excluded from participation in as many inclusive settings as possible. The data from this review indicate that AAC can be successfully taught in inclusive settings. Students with significant disabilities and complex communication needs benefit from participating with their typical peers in inclusive educational setting ("regular classroom"). The use of AAC (Alternative and Augmentative Communication systems) helps such students to be active participants in the inclusive setting. This evidence supports the placement students in the least restrictive environment as possible and not wait for "readiness."

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