If you’ve spent any time around children, you’ve seen communication in so many forms, pointing to a snack, reaching for a favorite toy, making eye contact, laughing with a friend, pushing something away.
Now here’s the part we want you to sit with:
That’s all communication.
And yet, when a child doesn’t use spoken words, we often act like communication hasn’t started yet. At Chatter & Chalk, we see it differently.
We don’t wait for speech to recognize communication.
We build on what’s already there, and we expand it using AAC.
AAC stands for Augmentative and Alternative Communication. AAC includes all methods of communication, tools, and strategies used to supplement, or be used in place of, spoken language for individuals with speech, language, or communication difficulties.
And once you start looking for it, you realize it’s everywhere.
A child reaching up to be picked up.
A toddler pointing to the pantry for a snack.
A student nodding their head instead of answering out loud.
A text message that replaces a phone call.
That’s AAC.
AAC is not one thing; it’s a diverse set of communication methods and tools used to support an AAC user. For the sake of this post, we'll talk about the different ways someone might communicate, and the communication supports they use as their own "toolbox." Every AAC user has a different toolbox for their own communication preferences, and sometimes that "toolbox" changes every day!
One of the biggest misconceptions is that AAC means “a device.”
Sometimes it does.
But often, it doesn’t.
AAC exists across a wide range, including:
- Unaided AAC (no tools needed, use of body): gestures, signs, facial expressions, body language
- No-tech AAC: printed photos, pictures, symbols, core boards, communication boards
- Low-tech AAC: One-message or environmental switches (push the switch to speak a message)
- Mid-tech AAC: tools that allow you to record a message, or multiple messages, across different activities
- High-tech AAC: speech-generating devices or apps that produce spoken output
All of these are valid.
All of these are communication.
And, as mentioned before, for many users, AAC is not just one of these; it’s a combination, used flexibly depending on the moment. AAC is about language, not just requesting.
Another common misunderstanding is that AAC is only for asking for things (requesting):
“more”
“eat”
“drink”
And while requesting is important, it’s just the beginning. AAC gives access to a full range of communication, including:
- Commenting (“that’s funny”)
- Protesting (“no,” “stop”)
- Asking questions (“where?” “why?”)
- Sharing ideas (“I like that,” “my turn”)
- Building relationships (“hi,” “bye,” “look!”)
Because communication is not just about needs, it’s about connection.
AAC doesn’t replace speech; it supports it.
This is where we often see hesitation. But AAC is not an “either/or” situation. It’s not speech or AAC. It’s speech and AAC.
AAC:
- Reduces pressure to perform
- Provides a visual and consistent model of language
- Supports understanding and expression
- Creates successful communication experiences
And when communication becomes successful, AAC users are more likely to engage, attempt, and expand across all modalities, including speech. AAC gives access, right now.
It gives people a way to express their thoughts, advocate for themselves, engage with others, and be active participants in their environment.
Not someday.
Today.
The bottom line:
AAC is not a last step.
It’s not a “backup plan.”
It’s not something a child/person has to qualify for.
AAC is access.
AAC is language.
AAC is communication.
And when we start treating it that way, everything changes.
