Giving Children a Voice in Busy Classrooms Through AAC

Imagine sitting in a classroom full of people, full of thoughts and ideas, but without a reliable way to share them. For many children, this is their daily experience. AAC gives children a voice when spoken language is not accessible.

AAC plays a vital role in creating inclusive classrooms and ensuring that every child has a way to communicate. 

For children who are unable to speak or have difficulty making themselves understood due to unclear speech or limited spoken language it can be extremely difficult for them to express their needs, emotions, or ideas. For some children, they may be able to communicate using spoken language normally but struggle to communicate when they feel overwhelmed, overstimulated, or emotionally dysregulated. In these moments, even familiar words can be hard to access.

We communicate for many reasons in a typical day such as asking for a drink, requesting help, expressing emotions, or advocating for ourselves. Without an effective way to communicate, even making the most simple request can become frustrating and overwhelming.

This is where AAC comes in.

What is AAC?

AAC stands for Augmentative and Alternative Communication. It simply means another way of communicating. AAC can support or replace spoken language and allows children to express themselves in meaningful ways.

AAC can look different for different children. It may include:

• paper-based systems such as core boards, choice boards, or communication books
• low-tech supports like symbols, photos, or visual timetables
• high-tech options such as speech-generating devices or AAC apps

AAC is not a last resort – and it does not stop speech from developing. In fact, it often supports spoken language, reduces frustration, and builds confidence.

Ways to Incorporate AAC into Your Classroom

Using AAC in the classroom doesn’t need to feel like an “extra” task. Small, consistent changes can make a big difference.

Keep AAC visible and accessible
Core boards, communication boards, or devices should be within reach at all times – not locked away or only used during “AAC time”. AAC works best when it’s available for real communication throughout the day.

Model AAC during everyday routines
Use AAC yourself when speaking. Point to symbols while giving instructions, commenting, or asking questions. Modelling shows children how AAC can be used meaningfully, without expecting them to use it immediately.

Use AAC across the whole day, not just in lessons
Embed AAC into natural moments such as:

• morning check-ins
• snack and lunch times
• transitions
• playtime and group activities

These moments are often when children most need support to communicate.

Support communication during moments of overwhelm
Some children may struggle to use spoken language when they feel overstimulated or dysregulated. AAC can provide a reliable way for them to express emotions, ask for help, or request a break.

Offer choices using AAC
Use symbols or boards to support choices (e.g. activities, breaks etc.). This encourages independence and reduces frustration.

Respond to all communication attempts
Whether a child points, gestures, uses a symbol, or presses a button – respond as if it is meaningful communication. This reinforces that their voice matters.

Work as a team
Consistent use by teachers, TAs, and support staff makes a huge difference. AAC works best when everyone models and supports it in the same way.

The Impact of AAC

When children are given access to AAC, they are given a voice. They are able to express their needs, share their emotions, and take part in learning and social interactions in meaningful ways. Over time, this can lead to reduced frustration, improved emotional regulation, stronger relationships, and increased participation in the classroom.

AAC is not about lowering expectations – it is about removing barriers. When children have a way to communicate, we see their true abilities, personalities, and understanding. Most importantly, we send a powerful message: your voice matters.

As a Speech and Language Therapist, I’m fortunate enough to see the remarkable impact access to AAC has for children with SLCN. These are often the children I remember way after I have worked with them because the difference AAC has made to their lives has been profound. I still remember working with a little girl in Reception who was not able to speak but quickly picked up how to use a choice board. With consistent responses from the classroom staff she was able to confidently use it to communicate when she wanted to go outside, have a drink, or ask for a snack. It was genuinely heart-warming to see how effectively she was able to express herself in a way that worked for her.

I also recently watched the Disney film Out of My Mind, which tells the story of a young girl with Cerebral Palsy who is extremely bright but unable to use her voice. Watching it was deeply moving. She has so much to say, so many thoughts and ideas, yet for much of her life, the world struggled to hear her. Through the introduction of AAC – first paper-based and later a high-tech device – she is finally able to express herself and show who she truly is. With the right support and advocacy from education staff, she begins to thrive in a mainstream classroom and communicate meaningfully with those around her. The film is a powerful reminder that intelligence and understanding are not defined by spoken language, and that access to AAC can be truly life-changing.

Final Thoughts

By incorporating these small, practical strategies, AAC can become a natural part of everyday classroom life rather than an added pressure. These changes can make a huge difference to a child’s confidence, emotional wellbeing, and ability to fully participate in school.

If you have any questions or would like support with using AAC in your classroom, please contact us at SpeechWise Therapy – we’re always happy to help. Together we can help children communicate effectively.

Written by: Khadijah