Chapter 11: Component 8 - Practical Activities and Scenarios of AAC

11.1. Introduction: Learning in a real-life situation

After presenting the tools (cards, tables, numerical) and methods (step-by-step guides), it is essential to show how AAC fits into real-world situations.

The survey conducted as part of the AAC-Inclusion project revealed a strong expectation:

●       Have concrete and directly applicable examples

Hands-on activities help to:

●        Contextualize the use of tools

●        Reinforcing learning

●        Promote motivation

●        Developing autonomy

11.2. Principles of AAC activities

✔ Anchoring in everyday life

Activities must be integrated into:

●        Routines

●        Games

●        natural interactions

Simplicity

●        Few goals at once

●        Clear instructions

Repetition

●       same repeated activity = reinforced learning

Motivation

Activities must be:

●       tailored to the interests of the child

Progressiveness

●        Start Simple

●        gradually make it more complex

11.3. Activity n°1: Making a choice (basic activity)

Objective

Enable the child to: express a choice

Material

●        2 cards (e.g. JUICE / WATER)

●        pictograms (ideally ARASAAC)

Procedure

1. Present both cards
2. ask the question: "What do you want?"
3. wait for the answer
4. Validate and act

Expected result

●        Understanding Choice

●        Beginning of expression

11.4. Activity n°2: Request game

Objective

Learn how to: request an item

Material

●        motivating object (toy, food)

●        Corresponding map

Procedure

1. Show Item
2. Show map
3. Model
4. Wait
5. give the object

Expected result

●        Associating → Action Card

11.5. Activity n°3: Daily routine (e.g. hand washing)

Objective

Structure an activity in stages.

Material

●        Visual sequence:

o   Open

o   Wash

o   rinse

o   Dry

Procedure

1. Show each step
2. Accompany
3. Repeat

Expected result

●        Understanding the steps

●        Progressive autonomy

11.6. Activity n°4: Expression of emotions

Objective

Enable the child to: identify and express his or her emotions

Material

●        Emotions Cards:

o   CONTENT

o   SAD

o   ANGER

Procedure

1. Observe the child
2. Propose the cards
3. Naming the emotion
4. Encouraging choice

Expected result

●        Reduced frustration

●        Better emotional regulation

11.7. Activity n°5: Interactive game (turn-turn)

Objective

Developing: Social interaction

Material

●        Cards:

o   AGAIN

o   STOP

Procedure

1. Playing with the child
2. Propose the cards
3. let you choose
4. Adapt the game

Expected result

●        interaction

●        participation

11.8. Activity n°6: Sentence construction (advanced level)

Objective

Allow the child to: combine several pictograms

Material

●        Table:

o   I WANT + DRINK

Procedure

1. Show structure
2. Model
3. Guide
4. encourage

Expected result

●        beginning of language structuring

11.9. Full Scenario (Home)

Situation : goûter

1. Propose cards:
• EAT
• DRINK
2. Chosen child
3. parent answers
4. Strengthen

Result

●        Functional communication

11.10. Full Scenario (Class)

Situation: collective activity

1. Table:
• PLAY
• STOP
• HELP
2. chosen student
3. adapted teacher

Result

●        participation active

11.11. Adaptation of activities

By age

●        Young children → simple activities

●        Older children → complex scenarios

Depending on abilities

●        Beginner → 2 choices

●        Advanced → sentences

Context-specific

●        Home → routines

●        School → educational activities

11.12. Common Mistakes to Avoid

Overly complex activities

●       Discouragement

Lack of repetition

●       Limited learning

Lack of motivation

●       Disengagement

Irregular use

●       inefficiency

11.13. Conclusion

Hands-on activities are an essential part of the AAC-Inclusion toolkit.

They make it possible to:

●        Making AAC a reality

●        Facilitate its appropriation

●        Strengthen communication skills

They transform tools into lived experiences, thus promoting sustainable learning.