Developing Independent Living Skills: Having Your Say — City & Guilds Vocational Foundations for Learning

Augmentative and Alternative Communication (AAC) refers to methods and tools used to support or replace spoken language for individuals with communication difficulties. This Entry Level Certificate covers the fundamentals of AAC, including low-tech options like picture boards and high-tech devices such as speech-generating apps. You will learn how AAC enables people to express needs, share ideas, and participate in social interactions, making it a vital skill for supporting inclusion and independence.

The qualification is part of the Foundations for Learning suite, designed to build essential life skills. In this unit, you will explore different types of AAC systems, how to select appropriate tools based on individual needs, and basic strategies for supporting communication partners. Understanding AAC is not just about technology; it involves empathy, observation, and adapting communication to ensure everyone has a voice.

By the end of this course, you will be able to identify common AAC symbols and devices, demonstrate how to use a simple communication board, and explain the role of the communication partner in facilitating effective interaction. This knowledge is crucial for careers in health and social care, education, or any setting where you support individuals with speech, language, or communication needs.

• →AAC systems: low-tech (e.g., picture exchange, symbol boards) and high-tech (e.g., speech-generating devices, tablet apps).
• →Symbols and vocabulary: understanding how symbols represent words or concepts, and organising vocabulary for quick access.
• →Communication partner skills: using strategies like modelling, waiting, and interpreting non-verbal cues to support the user.
• →Individualised assessment: matching AAC to the user's physical, cognitive, and sensory abilities, as well as their environment.
• →Ethical considerations: respecting user autonomy, ensuring privacy, and promoting self-advocacy through AAC.

• Expresses preferences about lifestyle using appropriate communication method.
• Participates in decision-making about daily activities.
• Shows understanding of choices available.
• Communicates choices clearly to others.
• Demonstrates increased independence in making decisions.

• 💡Use visual aids or symbols to support communication.
• 💡Give the learner time to process and respond.
• 💡Record preferences accurately and respect them.
• 💡When describing AAC systems, always give a specific example for each type (e.g., 'PECS for low-tech' and 'Proloquo2Go for high-tech'). This shows depth of knowledge.
• 💡In exam questions about communication partner skills, use the acronym 'MODEL' – Model language, Observe, Delay, Encourage, and Listen – to structure your answer.
• 💡Remember to link AAC to the wider goal of inclusion. Mention how AAC promotes independence and social participation to gain higher marks in 'explain' or 'evaluate' questions.

• Assuming the learner cannot express a preference.
• Not offering enough time for the learner to respond.
• Limiting choices too much.
• Misconception: AAC is only for people who cannot speak at all. Correction: AAC can support anyone with speech difficulties, including those with some verbal ability, to enhance communication and reduce frustration.
• Misconception: High-tech AAC is always better than low-tech. Correction: Low-tech options like paper-based boards are often more reliable, portable, and easier to use in certain situations. The best choice depends on the individual's needs.
• Misconception: Using AAC will stop someone from learning to speak. Correction: Research shows AAC can actually support speech development by reducing pressure and providing a model for language.

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