DIVERSIFYING COMMUNICATION: THE APPLICABILITY OF AAC IN LEARNING AND INTERACTION

Abstract

This article aims to discuss the applicability of Augmentative and Alternative Communication (AAC) as a key strategy to promote functional communication, learning, and inclusion of people with disabilities. AAC comprises a set of resources, strategies, and technologies — such as communication boards, cards, voice output devices, and graphic symbol systems — designed to supplement or replace natural speech for individuals with expressive communication impairments. This research was conducted through a systematic literature review, focusing on studies published between 2015 and 2025, identifying evidence on the effects of AAC in promoting autonomy, social participation, and the development of cognitive and communicative skills. The analysis revealed that AAC significantly enhances users’ ability to express needs, desires, and emotions, facilitating their participation in educational and clinical settings. The studies also highlight that the successful implementation of AAC requires personalized devices, continuous training for professionals and caregivers, and public policies that ensure access, technical support, and ongoing resource updates. Key challenges include user and family resistance to change, technological barriers, and the lack of infrastructure and institutional support. It is concluded that although AAC is a powerful tool for inclusion and language development among people with disabilities, its effectiveness depends on collaborative efforts across health, education, and social care sectors. The construction of inclusive practices necessarily involves recognizing communication as a human right and committing to providing accessible and meaningful means for everyone to express themselves and actively participate in society.