A communication system cannot help from a shelf, a locked cupboard or the bottom of a backpack. If a child uses augmentative and alternative communication (AAC), it needs to travel with them through breakfast, lessons, play, appointments and community life—along with people who pause and listen.
AAC may be a speech-generating device, an app, a paper board, signs, gestures or a combination. ASHA’s professional guidance states that people who use AAC should always have access to their communication tools. Screen-time limits intended for entertainment should not be used to take away a screen that functions as the child’s voice.
Define “available” together
Availability means more than being in the same building. The system should be within the child’s reach or reliable access method, switched on, charged, positioned correctly and usable in the moment. Ask the child how they want it carried and who may handle it. A shoulder case, wheelchair mount or designated place at the table may help, but the arrangement must fit the child.
Make a simple map of the day. Where does communication break down—car journeys, playgrounds, the bath, assemblies? Decide what full system or waterproof, low-tech backup belongs in each situation.
Create one shared handover routine
- Before leaving: check charge, sound, access method and protective case.
- At handover: say where the device and backup are, without discussing the child as if they are absent.
- On arrival: place the system where the child can access it immediately.
- At the end: report technical issues and any important new vocabulary request.
A small card inside the bag can list charging instructions, the child’s yes/no signals and a contact for technical help. Do not put unnecessary medical or personal details on a visible label.
Agree on respectful adult behaviour
Adults should speak to the child, wait for a response and accept all communication modes. They can model words on the system without demanding imitation. Avoid moving the device away to make the child use speech, to enforce compliance or to stop repetitive exploration. An ASHA practice article recommends ordinary positive behaviour supports rather than device removal.
A practical team phrase is: “Communication stays available. If the device itself is unsafe in this moment, we provide the backup immediately.” For example, move an expensive tablet away from splashing water only after placing a waterproof board where the child can use it.
Prepare for predictable failures
Keep a printed core board or another familiar low-tech option in the school bag and at home. Teach partners how to use it before an emergency. Save an approved backup of vocabulary and settings, protect accounts, and follow the manufacturer’s update instructions. The checklist in keeping assistive technology ready covers charging, storage and privacy.
When a device fails, tell the child what is happening: “The tablet is restarting. Your board is here.” Do not hold conversations about them while they temporarily have less access to expression.
Review access, not just device use
Ask the child and key partners: Was AAC available during unplanned conversations? Could the child refuse, joke, ask a question and join play—not only answer lessons? Did adults wait long enough? Were useful words missing? The article on AAC beyond diagnosis can help families keep the focus on participation.
Bring recurring problems to the child’s speech-language professional and wider AAC team. Changes to access, vocabulary, voice or mounting should be tested with the child rather than imposed. The aim is not maximum button pressing. It is reliable access to being heard.
Include substitute teachers, relatives, transport staff and activity leaders in the plan at the level they need. A short demonstration is often better than a long document. Show them how the child gets attention, where the backup is and how long to wait. Then speak to the child directly and let the system be used for ordinary conversation, not only requests.
Make room for more than requesting
Check that the child can comment, protest, ask questions, greet, tell stories and say something unexpected. A system filled only with adult-selected requests limits participation even when it is always present. Notice new words the child reaches for and pass those requests to the AAC team. Do not secretly delete vocabulary or rearrange a familiar layout. Changes can make access harder, so involve the child and keep a recoverable copy of the established system.
