Barnsley Children’s Speech and Language Therapy is part of
South West Yorkshire Partnership Teaching NHS Foundation Trust
Visit or return to the main site

Barnsley Children’s Speech and Language Therapy

What is AAC?

AAC stands for Augmentative and Alternative Communication. AAC are the different ways someone communicates when speaking is difficult or not possible. AAC can be used alongside speech or instead of speech.

AAC is the term for any communication tool or strategy that supports or is used instead of speech. AAC gives people a voice. It helps them take part in every day life in a way that works best for them.

AAC can be:

  • gestures
  • signs
  • pictures
  • writing
  • technology

All of these ways are equally valid ways to share ideas, feelings and needs, just like speech.

Why speech and language therapists may suggest AAC

Your therapist may recommend AAC if:

  • your child finds speaking very difficult or tiring
  • your child isn’t being understood using speaking alone
  • your child is non speaking and may find another communication method more accessible
  • your child needs extra support to join in conversations in different places
  • it helps your child’s understanding of language, not just their expression

AAC is not something that stops speaking. For children who do speak, AAC often can help and encourage speech while giving a reliable way to communicate now.

For children who will not use speaking as their preferred way of communicating, AAC helps them to communicate with others in a way they want to, with the right support.

Different types of AAC

AAC can be very simple or more advanced with wider vocabulary. Types of AAC can be:

 

Helen Robinson (2026) explaining supporting paper, partner, person and power based AAC
The 4 Ps of AAC Used with permission. Source:  Robinson, H. (2026) Working with AAC: A Guide for Supporting Augmentative and Alternative Communication Users. Routledge. Abingdon

 

 

Paper based (No-tech / low-tech AAC)

These are often the most flexible and important methods, as they can be used anywhere and don’t rely on batteries or equipment. Examples of these are:

    • Objects, gestures, pointing, signing, photos or picture symbols
    • Communication books or boards where children can point to pictures or words

Person based

It’s important we recognise all these types of communication as important and respond to them. These include:

    • Words and sounds
    • Eye pointing – such as Etran Frames or eye pointing to things in the room
    • Signing (such as Makaton)
    • Body language and gesture

Partner based

For children who are not using paper or power based AAC – the strategies we use are vital in helping their communication.

It is really important to change our own communication to support our young people needing AAC. Things we might do are:

    • Following your child’s lead
    • Giving time
    • Noticing your child and what they are trying to tell you
    • Responding to your child
    • Creating an environment which sees all ways of communicating as equal and valid

Power based (Technology / voice output devices)

Devices which speak such as tablets or specialist communication aids. These can be really helpful for children because:

    • They are adaptable and engaging
    • They give a broader range of vocabulary for children
    • lots of children like that the device can speak and give them a ‘voice’

These can be very effective, but can come with challenges including:

    • They may be tiring to use
    • They can be difficult to transport
    • Some children may find them difficult to access
    • They may not be suitable in every setting – for example, baths, swimming pools and electronic tablets do not mix well! Young people may not want to carry their device in PE.

We always need to look at exploring and setting up effective paper or partner based options and strategies too.

 

Why paper and partner based AAC are so important

Even if children may benefit from a high-tech device later on, paper based AAC or effective people and partner strategies are  vital. They:

    • can be used anywhere, anytime
    • support understanding as well as expression
    • help children develop the skills needed for communication
    • provide reliable communication

For children and young people who do use power based / technology systems, many often prefer paper based or other communication. They can get messages across faster, with less effort and with more interaction with others.

What our service do when children may benefit from AAC

The speech and language therapist supporting your child may have talked about supporting your child to communicate using AAC. They will:

    • assess your child’s communication – what is a strength for them and what they are finding challenging.
    • trial and provide low tech or paper based resources (such as picture cards or communication books) to try at home, nursery or school.
    • explore a range of strategies to help your child’s communication. You and others may need to adapt the way you communicate and adapt environments to be more ‘communication friendly’.
    • in some cases, we may provide a short-term loan of equipment to trial in everyday settings.

If your child needs more specialist AAC, we will refer on to the Barnsley Assistive Technology Team. This  for further assessment or provision. For children and young people who meet the criteria, equipment may be provided on long term loan.

For children who do not meet the criteria for AAC provision from Barnsley Assistive Technology, your speech and language therapist will talk to you further about supporting your child’s communication.

How you can support children using AAC

You don’t need to be an expert to help a child to use AAC. Small changes in the environment and how people interact can make a big difference:

  • make it available – Keep AAC close by and easy to reach
  • model – show children how to use AAC, by pointing to symbols, or using the system as you talk
  • give time – give extra time for the child to find the words they need. Don’t interrupt and wait patiently
  • value all communication – respond to all the ways children communicate. Don’t ask them to use their system if you understand the message. Validate what your child says. Honour all communication as equally important
  • create opportunities – offer choices and encourage children to share thoughts and feelings. Set aside dedicated ‘chat times’ or ‘special time’ where you spend time 1:1 with the child to listen and communicate with them

Next steps

If you think your child may benefit from AAC and want to know more, please speak to your speech and language therapist. Together we can explore the best ways to support your child’s communication.

Helpful resources

Our website and Youtube channel have some accessible resources and videos to help with AAC.

Toolkit resources and handouts:

 

Helpful websites

Communication Matters

Barnsley Assistive Technology Team

There are more helpful websites suggested on our ‘helpful links for speech, language and communication’ page

Page last updated on:

Back to top