Organise own Augmentative and Alternative Communication Equipment — City & Guilds Limited Digital Functional Skills Qualification Foundations for Learning Revision

    This subtopic focuses on empowering learners to independently manage their own Augmentative and Alternative Communication (AAC) equipment, covering routine

    Topic Synopsis

    This subtopic focuses on empowering learners to independently manage their own Augmentative and Alternative Communication (AAC) equipment, covering routine use, proactive maintenance, and system development. It develops practical skills in device operation, troubleshooting, and personalizing the system to meet evolving communication needs, fostering self-advocacy and long-term autonomy.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Organise own Augmentative and Alternative Communication Equipment

    CITY & GUILDS LIMITED
    vocational

    This element focuses on empowering learners to independently manage their own Augmentative and Alternative Communication (AAC) equipment, ensuring it is ready for effective use in daily interactions. It covers practical skills such as maintaining, customising, and advocating for one's system to support personal communication needs and development.

    6
    Learning Outcomes
    20
    Assessment Guidance
    23
    Key Skills
    6
    Key Terms
    24
    Assessment Criteria

    Assessment criteria

    City & Guilds Entry Level Award in Augmentative and Alternative Communication (Entry 2)
    City & Guilds Entry Level Certificate in Augmentative and Alternative Communication (Entry 2)
    City & Guilds Entry Level Certificate in Augmentative and Alternative Communication (Entry 3)
    City & Guilds Entry Level Award in Augmentative and Alternative Communication (Entry 3)
    City & Guilds Level 1 Certificate in Augmentative and Alternative Communication
    City & Guilds Level 1 Award in Augmentative and Alternative Communication

    Topic Overview

    Augmentative and Alternative Communication (AAC) refers to methods of communication that supplement or replace speech for individuals with speech or language impairments. This Entry Level Certificate covers the fundamental principles of AAC, including the use of symbols, pictures, gestures, and technology to support expressive and receptive communication. Students will explore how AAC systems can be tailored to individual needs, promoting independence and social interaction.

    This qualification is essential for those supporting individuals with communication difficulties, such as learning disabilities, autism, or physical conditions like cerebral palsy. It provides a foundation for understanding low-tech (e.g., communication boards) and high-tech (e.g., speech-generating devices) AAC systems. By studying this topic, students learn to assess communication needs, select appropriate tools, and implement strategies that empower users to express themselves effectively.

    Within the broader context of Foundations for Learning, this unit develops skills in empathy, problem-solving, and person-centred planning. It connects to real-world applications in education, healthcare, and social care settings. Mastery of AAC principles enables students to contribute to inclusive environments where every individual has a voice.

    Key Concepts

    Core ideas you must understand for this topic

    • →AAC systems: low-tech (e.g., picture exchange, symbol boards) vs. high-tech (e.g., speech-generating devices, apps).
    • →Symbol sets and vocabularies: core vocabulary (high-frequency words) vs. fringe vocabulary (topic-specific words).
    • →Partner-assisted communication: strategies for communication partners to model and support AAC use.
    • →The role of assessment: matching AAC systems to the user's motor, cognitive, and sensory abilities.
    • →Ethical considerations: ensuring user autonomy, privacy, and access to communication.

    Learning Objectives

    What you need to know and understand

    • Take responsibility for the use of own Augmentative and Alternative Communication system, Take responsibility for the development of own Augmentative and Alternative Communication system
    • Take responsibility for the use and maintenance of own Augmentative and Alternative Communication system, Take responsibility for the development of own Augmentative and Alternative Communication system
    • Take responsibility for the use and maintenance of own Augmentative and Alternative Communication system, Take responsibility for the development of own Augmentative and Alternative Communication system
    • Take responsibility for the use and maintenance of own Augmentative and Alternative Communication system, Take responsibility for the development of own Augmentative and Alternative Communication system
    • Take responsibility for the use and maintenance of own Augmentative and Alternative Communication system, Take responsibility for the development of own Augmentative and Alternative Communication system
    • Take responsibility for the use and maintenance of own Augmentative and Alternative Communication system, Take responsibility for the development of own Augmentative and Alternative Communication system

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for clearly demonstrating how to keep the AAC device charged, clean, and safe from damage, with evidence of a routine.
    • Award credit for showing ability to personalise vocabulary or settings on the AAC system according to own preferences and daily contexts.
    • Award credit for evidence of independently accessing and using the AAC equipment in at least two different real-life situations.
    • Award credit for recording or communicating any technical issues or development needs to a supporter or professional.
    • Award credit for demonstrating a consistent routine in checking and maintaining the physical condition of the AAC device (e.g., clean screen, secure mounting, sufficient charge).
    • Look for evidence that the learner organises vocabulary in a logical and personalised manner, such as grouping frequently used phrases or creating topic-specific folders.
    • Assess the learner's ability to back up customised vocabulary and settings, showing understanding of potential data loss and recovery.
    • Credit demonstration of proactive system development, e.g., adding new words, updating outdated terms, or integrating new communication contexts (school, social, etc.).
    • Evaluate the learner's explanation of why specific organisational or developmental changes were made, showing they are guided by communication needs.
    • Award credit for demonstrating consistent daily setup, shutdown, and functional checks of the AAC device according to a personal routine.
    • Award credit for evidencing proactive identification and reporting of technical faults, wear and tear, or low battery conditions promptly.
    • Award credit for showing independent steps to personalize vocabulary, update software, or integrate new communication functions with appropriate support.
    • Award credit for maintaining a simple log or record of maintenance activities and progress toward communication goals.
    • Award credit for demonstrating consistent care of AAC device, e.g., charging, cleaning, and storing safely.
    • Credit given for showing ability to report issues or seek appropriate help when the device malfunctions.
    • Evidence of adding new vocabulary or customizing settings to improve personal communication effectiveness.
    • Award credit for demonstrating a routine for charging and basic care of AAC devices (e.g., cleaning screens, checking mounts) without prompting.
    • Award credit for evidence of systematic vocabulary backup and organisation (e.g., backed-up files, dated folders, customised page sets).
    • Award credit for recording and requesting support for technical faults, showing clear communication of issues to appropriate personnel.
    • Award credit for evidence of proactive vocabulary development, such as adding new words or phrases relevant to the learner's life or interests.
    • Award credit for showing appropriate storage and transportation methods that protect the equipment from damage.
    • Award credit for demonstrating a consistent routine for charging or power management of the AAC device, evidenced through a dated log or witness statement.
    • Award credit for evidencing personal involvement in vocabulary updates, such as adding new words or phrases with justification of their relevance.
    • Award credit for clearly articulating and documenting personal communication goals that align with the development of the AAC system, showing reflection on past performance.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Provide a dated photo log or short video diary showing regular checks and organisation of your AAC equipment across different settings.
    • 💡Include a simple personal checklist or planner that demonstrates how you prepare your AAC system for the day.
    • 💡When documenting development, clearly link any changes you make to specific communication goals or real-life events.
    • 💡Keep a simple log (written or digital) of daily checks and maintenance tasks to provide concrete evidence of taking responsibility.
    • 💡When submitting evidence of development, include 'before and after' screenshots or descriptions showing how you have reorganised or added to your vocabulary, with a brief justification for each change.
    • 💡Practice explaining in your own words why you chose certain organisational strategies—assessors value the reasoning behind the actions, not just the actions.
    • 💡If you use low-tech AAC (e.g., communication book), demonstrate responsibility by showing that you keep it accessible, updated, and in good condition, perhaps with a customised index or colour-coded sections.
    • 💡Keep a dated usage and maintenance diary that records daily checks, minor fixes, and any issues encountered.
    • 💡Practice describing the key functions, backup procedures, and troubleshooting steps of your AAC system to an assessor or witness.
    • 💡Include photographic evidence or witness statements showing you independently carrying out maintenance tasks.
    • 💡Set short-term development goals for your AAC system (e.g., adding 5 new words) and document how you achieved them.
    • 💡In portfolio evidence, include photos or logs of maintenance routines.
    • 💡For assessments, prepare to demonstrate how you add a new word or phrase to your device.
    • 💡Always explain why you made changes, showing understanding of personal communication goals.
    • 💡Keep a structured log or diary documenting all maintenance activities, vocabulary updates, and problem-solving actions—this forms direct evidence for assessment.
    • 💡Practice explaining your organisational system aloud; you may be observed or questioned on how you manage your AAC equipment in daily routines.
    • 💡Ensure all evidence is dated and clearly linked to your personal AAC system, showing ownership and consistent responsibility over time.
    • 💡Demonstrate at least one instance where you have anticipated a future communication need and planned vocabulary or system adjustments accordingly.
    • 💡Build a portfolio with dated evidence (photos, screenshots, logs) of you actively maintaining and upgrading your AAC system over time, not just a one-off event.
    • 💡When discussing equipment development, link your personal goals to specific features you plan to use more effectively, for example, expanding from single words to phrases in a particular setting like ordering food.
    • 💡Use specific examples of AAC systems (e.g., PECS, Proloquo2Go) to demonstrate understanding of different types and their applications.
    • 💡Link AAC strategies to person-centred planning: show how you would involve the user and their team in choosing and implementing a system.
    • 💡Be prepared to discuss the importance of modelling AAC use by communication partners, as this is a key factor in successful implementation.

    Common Mistakes

    Common errors to avoid in your coursework

    • Relying solely on a supporter to set up or update the AAC system without attempting to perform basic tasks independently.
    • Misunderstanding that organising AAC equipment refers only to physical storage and not to the functional readiness of the system.
    • Believing that customization is a one-time task rather than an ongoing process linked to changing communication needs.
    • Assuming that keeping the device physically clean and charged is the sole responsibility of a carer or support worker, rather than taking personal ownership.
    • Neglecting to back up vocabulary data, leading to permanent loss of customisations if the device resets or malfunctions.
    • Only adding words when prompted by an adult, rather than independently recognising when new vocabulary is needed for upcoming events or new environments.
    • Confusing AAC system development with simply learning how to use more device features, instead of focusing on expanding their expressive vocabulary.
    • Failing to organise vocabulary logically, resulting in a cluttered system where the learner struggles to locate words quickly during conversation.
    • Relying entirely on support staff for all maintenance tasks rather than taking personal responsibility.
    • Failing to back up custom vocabulary or settings, risking permanent data loss if the device is damaged.
    • Neglecting regular charging or battery checks, causing the device to be unavailable during important communication.
    • Not updating the AAC system to reflect new environments, communication partners, or developing language needs.
    • Learners may neglect routine maintenance, leading to device failure during communication.
    • Assuming that once set up, the AAC system doesn't need updates or personalization.
    • Over-reliance on support staff for basic tasks that are expected to be done independently.
    • Students often forget to back up customised vocabulary, risking loss of personalisations if the device resets or fails.
    • Many learners fail to regularly charge devices, leading to communication breakdowns during critical moments.
    • A common error is not seeking help when encountering technical problems, assuming the issue will resolve itself.
    • Students may add new vocabulary inconsistently, resulting in a disorganised system that is hard to navigate under pressure.
    • Some learners overlook the importance of cleaning and hygienic maintenance, especially for shared equipment.
    • Learners confuse taking responsibility with technical ability; they may think being able to operate the device is sufficient without showing ongoing maintenance or development planning.
    • Many learners only focus on hardware upkeep (like cleaning) and neglect software updates, backup routines, or adapting content to new contexts.
    • Students often assume development means simply getting a better device rather than considering how to expand their use of existing features through practice and self-assessment.
    • Misconception: AAC is only for non-verbal individuals. Correction: AAC can also support individuals with unclear speech or those who need extra help understanding language.
    • Misconception: AAC hinders speech development. Correction: Research shows AAC can actually support speech development by reducing communication frustration and providing a model for language.
    • Misconception: High-tech AAC is always better than low-tech. Correction: The best system depends on the user's needs; low-tech options are often more reliable, portable, and easier to learn.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic understanding of communication and language development.
    • •Awareness of different disabilities that affect communication (e.g., autism, learning disabilities).
    • •Familiarity with person-centred approaches in care or education settings.

    Key Terminology

    Essential terms to know

    • Take responsibility for the use of own Augmentative and Alternative Communication system, Take responsibility for the development of own Augmentative and Alternative Communication system
    • Take responsibility for the use and maintenance of own Augmentative and Alternative Communication system, Take responsibility for the development of own Augmentative and Alternative Communication system
    • Take responsibility for the use and maintenance of own Augmentative and Alternative Communication system, Take responsibility for the development of own Augmentative and Alternative Communication system
    • Take responsibility for the use and maintenance of own Augmentative and Alternative Communication system, Take responsibility for the development of own Augmentative and Alternative Communication system
    • Take responsibility for the use and maintenance of own Augmentative and Alternative Communication system, Take responsibility for the development of own Augmentative and Alternative Communication system
    • Take responsibility for the use and maintenance of own Augmentative and Alternative Communication system, Take responsibility for the development of own Augmentative and Alternative Communication system

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