Communication books provide pages of symbols usually organized by topic. Depending on the age, cognitive and physical abilities of the user, the page may have anything from one to many symbols on a page. The topics depend on the age, ability and interest of the AAC speaker.
Communication books are generally developed through use and need. Sometimes unfamiliar vocabulary is deliberately included. The communication partner will then be able to model the use of this vocabulary, and the AAC speaker will learn the symbols by seeing them used in practice. Communication books usually develop to include pages of vocabulary related to: about me; people; feelings; clothes; food; drink; animals; colors; numbers; letters; hobbies and interests (whether train spotting or Star Wars); curriculum-related vocabulary. Later more topics are added such as weather, places, activities, or adjectives and more words/symbols are added to each topic.
At some stage some of the topics may need to subdivided because there are too many items to manage on a page. Most books have an overall topic page at the front with links via numbers, colors, letters or tabs to the relevant topic pages. As books get larger and communication becomes fuller some people have a pop-out section with commonly used words which can be accessed from any topic page. Other people organize each topic page so that it also contains commonly used words or phrases in that topic such as “I want” on the food page, and “I feel” on the feelings page.
When using a communication book, the communicator points to the symbol. Although there are many ways to create communication books all schools should have access to Boardmaker software.
A pdf document on low-tech communication ideas, including communication books can be found here.
That notwithstanding, another method of using communication symbols is within the context of an exchange system. In this system the symbols are usially velcroed to a board so they can be disattached easily. In an exchange system, the typical reciprocal aspect of speech is mimiced. There are a variety of uses of an exchange system, but many include a sentence starter strip that the user can complete. For example, I Want...can be completed with an activity selection, food choice or other option.
Objects, pictures, and/or symbols can be used on a choice board to offer students opportunities to communicate the language of snack/leisure activities, learning activities, transitioning, literacy activities, daily living activities, and more. An article on symbol selection can be found here.
Choice boards can be used alone or in combination. In this example, the student can select an answer from one choice board to complete a sentence started on another choice board. In the example at right a student can use the choice board to select the small group activities she wants to participate in as well as the order they will occur in.
My Choice Board is an iOS app that provides easy access to choices.
Some people who have communication difficulties also have physical difficulties and find it difficult to point to a book or chart or to handle communication cards. People with good control over their eyes may be able to use an ETRAN frame. This is a sheet of stiff, transparent plastic Plexiglas or Lexan) onto which symbols or words can be stuck with Blu-Tack or Velcro.
The communication partner faces the user and holds the chart up between them. The user gazes at the letter, symbol, or word they want to say. Initially one symbol or word will be placed at each corner. As the user and communication partner become more skilled, symbols can be added in the middle of each side.
The method can be developed using color or number coding systems so that more items can be accessed. Additionally, using the same items on the front and back of the eye gaze frame ensures the communication partner knows what the user is looking at.
Technology has great potential in providing access for all learners. Through the use of a variety of assistive, inclusive, or instructional technologies, students with wide ranging abilities and learning styles can access the general curriculum. When technology is appropriately integrated into the regular classroom, based on a thoughtful match of student skills and curricular tasks, students are provided with multiple means to complete their work. When considered after the curriculum media, materials, and tasks are developed it is assistive technology; when considered and integrated into the development of curriculum media, materials, and tasks it becomes universal design for learning (UDL). For additional information on matching technology, select the Consideration Process link above.
This site is designed to provide access to information and resources found in Allegany County Public Schools, not to be an exhaustive reference to the wide world of technology. By linking a reference of tools spanning the spectrum from low to high tech to common classroom needs we hope to create something that is useful and easy to navigate. By providing a way for you to contribute to the site we hope to create a tool that reflects use of practical and replicable strategies and tools that you’ve found to be of value. Select the contribute link above to submit strategies, web sites, files or other supports for addition to this site.