Conversation Skills: Communicating with Augmentative and Alternative Communication — City & Guilds Vocational Foundations for Learning

Augmentative and Alternative Communication (AAC) refers to methods and tools that support or replace spoken language for individuals with communication difficulties. At Entry 2 level, you will explore how AAC systems—such as symbol boards, speech-generating devices, and signing—enable people to express needs, share ideas, and build relationships. This qualification is part of the Foundations for Learning framework, which develops essential life skills for independence and social participation.

Understanding AAC is crucial because communication is a fundamental human right. For many individuals with conditions like cerebral palsy, autism, or stroke-related aphasia, AAC provides a voice. In this course, you will learn about different types of AAC (aided vs. unaided), how to select appropriate vocabulary, and the importance of respecting an individual's communication preferences. You will also consider the role of communication partners in supporting AAC use.

This topic fits within the wider subject of life skills by promoting inclusivity and person-centred support. By mastering AAC basics, you contribute to breaking down barriers for people with speech, language, and communication needs. The skills you gain here are transferable to care settings, education, and everyday interactions, making you a more effective and empathetic communicator.

• →Aided vs. unaided AAC: Aided AAC uses external tools (e.g., picture boards, tablets with speech output), while unaided AAC relies on the body (e.g., gestures, sign language, facial expressions).
• →Symbol systems: Common symbol sets include PECS (Picture Exchange Communication System), Widgit, and Makaton. Each has a specific purpose and user group.
• →Core vs. fringe vocabulary: Core vocabulary consists of high-frequency words (e.g., 'yes', 'no', 'want'), while fringe vocabulary is topic-specific (e.g., 'football', 'hospital').
• →Communication partner skills: Effective AAC use requires partners to model language, allow processing time, and respond to all communication attempts positively.
• →Ethical considerations: Always respect the user's choice of AAC method, ensure confidentiality, and advocate for their communication rights.

• Award credit for demonstrating the ability to respond to a partner’s conversation opening using AAC within a reasonable time, showing recognition and appropriate acknowledgment.
• Evidence of initiating a conversation with a known partner by selecting a greeting or topic starter from the AAC system, appropriate to the routine situation.
• Learner shows turn-taking by alternating responses and using AAC to comment or ask questions to sustain the interaction, keeping the conversation going.
• Credit for using repair strategies when communication breaks down, such as repeating, rephrasing, or pointing to clarify, ensuring the conversation continues smoothly.
• Conversation is concluded with a clear closing remark or gesture via AAC, appropriate to the context and partner.

• 💡Practice using your AAC system to take turns in a conversation; ensure quick access to greetings, common comments, and questions tailored to routine situations.
• 💡In assessments, clearly demonstrate repair strategies by using a consistent signal or phrase when misunderstood, and rephrase if necessary.
• 💡Record a video diary of conversations with familiar partners to capture natural evidence across all stages: opening, maintaining, repairing, and closing.
• 💡Customize your AAC device with vocabulary for familiar routines and partners to speed up communication and reduce cognitive load during assessments.
• 💡When describing AAC types, always give a concrete example for each (e.g., 'A speech-generating device like a GoTalk is an example of aided AAC'). This shows applied understanding.
• 💡In exam questions about communication partners, mention specific strategies like 'using open-ended questions' or 'waiting at least 10 seconds for a response' to demonstrate depth.
• 💡For higher marks, link AAC use to the individual's rights under the Equality Act 2010 or the Mental Capacity Act 2005, showing you understand the legal context.

• Relying solely on the partner to maintain the conversation without contributing own messages or asking questions.
• Not using repair strategies when the partner doesn't understand, leading to breakdown or frustration.
• Over-reliance on pre-stored phrases without adapting to the natural flow or partner's responses.
• Starting or ending conversations too abruptly, omitting social niceties like greetings or farewells.
• Failure to wait for the partner's response, resulting in interrupted turn-taking and disjointed interaction.
• Misconception: AAC is only for people who cannot speak at all. Correction: AAC supports a wide range of communication needs, from temporary (post-surgery) to lifelong, and can supplement speech.
• Misconception: AAC hinders speech development. Correction: Research shows AAC can actually support speech development by reducing frustration and providing a language model.
• Misconception: You need expensive technology for AAC. Correction: Many effective AAC methods are low-tech, such as paper-based symbol boards or simple gesture systems.

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