Augmentative+and+Alternative+Communication

Augmentative and Alternative Communication (AAC) is defined by Gargiulo (2006) as "symbols, aids, strategies, and techniques used as a supplement or alternative to oral language" (p.619). In the MEYC [|Education resource guide] (2010), it claims "research indicates that the use of AAC facilitates spoken language, and possibly ASL, by increasing social interactions and language skills" (p.40). AAC is used generally by those who have a vocal disability, but can help aid a student in the classroom who has a hearing impairment as well. In parallel of offering supports of ASL in the classroom, MEYC's [|Education resource guide] suggests to do the following in the classroom:
 * encourage the use of the AAC system frequency and in all environments - at home, at school, and in the community
 * use AAC in the early stages of language development, ASL or English, to facilitate growth
 * use aided language stimulation techniques to enhance language growth
 * create materials with picture communication systems for the student to actively participate in all curriculum areas
 * classroom adaptations may include a labelled environment, adapted books, or adapted activities
 * enhance literacy skills by using picture communication systems with the words printed under them
 * encourage positive social interaction using an AAC system
 * MEYC, 2009, p. 70

In conjunction with the support team, an IEP will be created for the student with a hearing impairment, and that plan should indicate in to what extent AAC should be used in the classroom.