> For the complete documentation index, see [llms.txt](https://docs.acecentre.org.uk/aac-policy/llms.txt). Markdown versions of documentation pages are available by appending `.md` to page URLs; this page is available as [Markdown](https://docs.acecentre.org.uk/aac-policy/educational-context.md).

# Educational Context

Alongside existing legislation, in recent years there has also been a focus within SEND education around gaining pupil voice, so children and young people can have a say in factors that affect their lives.  

### <mark style="color:green;">Example: Pupil Voice</mark>&#x20;

<mark style="color:green;">Below are links to policies that outline the importance of pupil voice that you may want to review and refer to within your AAC policy.</mark> &#x20;

* In 2001, the [SEN Code of Practice](https://www.gov.uk/government/publications/special-educational-needs-sen-code-of-practice) proposed the concept of 'pupil participation’. &#x20;
* [The Children and Families Act 2014](https://www.legislation.gov.uk/ukpga/2014/6/part/3/enacted) (Part 3; Children and young people with special educational needs and disabilities) further consolidated this.&#x20;
* In 2014 the[ Revised SEND Code of Practice](https://www.gov.uk/government/publications/send-code-of-practice-0-to-25) stated that local authorities must ensure that children, their parents and young people are involved in discussions and decisions about their individual support and about local provision.&#x20;
* The [Green paper from the SEND Review 2022](https://assets.publishing.service.gov.uk/media/624178c68fa8f5277c0168e7/SEND_review_right_support_right_place_right_time_accessible.pdf) highlights the importance of co-production.&#x20;

Without the use of AAC how can we gain pupil voice from learners with more complex speech, language and communication needs (SLCN)? AAC is a tool for learners to exercise some control over their lives and should be given due weight. &#x20;


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