Conclusion

It is recognised that learners’ self-esteem, communication and language will be enhanced if there is a community of AAC users with whom they can use, share and develop communication. We have an obligation as professionals to ensure equal access to all learning opportunities.

We understand that the organisation of the environment is key to providing the necessary teaching and structures for developing language and communication skills. The barriers to successful implementation of AAC must be recognised and broken down in order to achieve an effective and functional communication environment.

We must ensure specific needs are carefully considered to make certain that decisions regarding AAC are taken with individual needs foremost. This requires a considerable amount of insight and forethought by educational setting as this approach has implications for staffing, and the funding of training and equipment.

The challenge of implementing AAC policies within the practical considerations of the current educational climate is a responsibility of us all. If we can meet that challenge, we will empower both professionals working in the field, and the young people we are helping, by providing them with a structure for the development of AAC from their own perspectives and environments. Appropriate intervention throughout education should enable the young person to become an active participant in society and an independent contributor to adult life.