Chapter 12: Component 9 - Training and support for users of the AAC-Inclusion toolkit

12.1. Introduction: Training to ensure impact

The quality of an educational tool is not only based on its design, but also on the ability of users to use it effectively.

The needs analysis carried out as part of the AAC-Inclusion project highlighted a key finding:

●       Teachers and parents not only lack tools, but also support to use them

Thus, training and support are an essential lever for:

●        Ensure correct use of tools

●        Strengthen user skills

●        Guarantee the sustainability of the project

12.2. Objectives of the training

The training offered as part of the AAC-Inclusion toolkit has several complementary objectives.

Understanding AAC

●        Fundamental principles

●        Objectives

●        How it works

Know how to use the tools

●        Visual Cards

●        Communication boards

●        Digital tools

Develop practical skills

●        Implementation in real-world situations

●        Adaptation to needs

Foster collaboration

●        School-Family Communication

●        Sharing practices

12.3. Target audiences

The training is aimed at several profiles.

Teachers

●        teachers in ordinary settings

●        special education teachers

Parents

●        Home support

●        Daily support

Professionals

●        Educators

●        Speech therapists

●        accompanying persons

12.4. Training content

The training is structured around several modules.

Module 1: Introduction to AAC

●        Definition

●        Challenges

●        Public

Module 2: Visual Aids

●        Use of Cards

●        Organization

●        Examples

Module 3: Communication Boards

●        Creation

●        Use

●        progression

Module 4: Implementation

●        Step-by-step guides

●        Scenarios

Module 5: Digital tools

●        applications

●        Integration

Module 6: Monitoring and Evaluation

●        Indicators

●        Tools

Module 7 : Collaboration

●        Strategies

●        Tools

12.5. Training methods

Face-to-face training

●        Practical workshops

●        Demonstrations

●        Exchanges

Online training

●        modules e-learning

●        Videos

●        Digital resources

Hybrid training

●        combination of the two

Particularly suitable for Erasmus+ projects

12.6. Pedagogical approach

Training is based on an active approach.

Learning by doing

●        Tool Handling

●        simulations

Case Studies

●        Real situations

●        Analysis

Exchanges between participants

●        Sharing of experiences

●        co-construction

Feedback

●        Regular returns

●        Adjustments

12.7. Training Tools

Teaching materials

●        Presentations

●        Guides

●        Practical information sheets

AAC Materials

●        Visual Cards

●        Tables

Digital resources

●        Platforms

●        applications

References

The pictograms from ARASAAC are a central resource in the training.

12.8. User support

Initial training must be supplemented by continuous support.

Post-training follow-up

●        Exchanges

●        Tips

Community of Practice

●        Sharing between users

●        Pooling

Support technique

●        Usage assistance

●        Problem solving

12.9. Example of a training path

Step 1: Awareness

●        Introduction to AAC

Step 2: Hands-on training

●        Using the tools

Step 3: Implementation

●        Field Application

Step 4: Follow-up

●        Adjustment

Step 5: Consolidation

●        MORE INFO

12.10. Success Factors

✔ Involvement of participants

✔ Regular practice

✔ Institutional support

✔ Collaboration

12.11. Common Mistakes to Avoid

Too theoretical training

Impact M

Lack of follow-up

Abandon of practices

Lack of adaptation

Efficiency

One-time training

Insufficient

12.12. Expected Impact

Effective training allows:

●        Better use of tools

●        Increased interactions

●        Reduced frustrations

●        Improved inclusion

12.13. Conclusion

Training and coaching is a key pillar of the AAC-Inclusion toolkit.

They guarantee:

●        the quality of implementation

●        the sustainability of the project

●        Impact on the ground

They make it possible to transform a set of tools into a structured and effective educational approach.

 

 

 

Overall conclusion

13.1. Overall summary

The AAC-Inclusion project was designed to meet a concrete and widely shared need: to improve the communication of children with language difficulties, by offering simple, accessible and effective tools.

Through this manual and the associated toolkit, several objectives have been achieved:

●        provide a clear understanding of Augmentative and Alternative Communication (AAC)

●        Provide practical tools that can be used directly

●        Supporting teachers and parents in their implementation

●        Fostering an inclusive and collaborative approach

13.2. Contributions of the toolkit

Le toolkit AAC-Inclusion se distingue par :

✔ its simplicity

Tools that are easy to understand and use

✔ Its structure

A clear and progressive organisation

✔ its anchoring in needs

Design based on survey results

✔ its transferability

Resources that can be adapted to different contexts

13.3. Expected impact

The implementation of the toolkit makes it possible to:

●        Improved communication

●        Reduced frustration

●        improved communication

●        better educational and social inclusion

13.4. Central role of actors

The success of the scheme is based on:

●        Teacher involvement

●        Parent Engagement

●        The collaboration between the two

13.5. Openness and prospects

The AAC-Inclusion Toolkit provides a basis that can be:

●        enriched

●        adapted

●        Expanded

The use of standardised resources such as those of ARASAAC also opens up prospects for international harmonisation.

13.6. Final Conclusion

Augmentative and Alternative Communication is not just a set of tools:

●       It is an inclusive, child-centred approach aimed at giving them a voice.

●       The AAC-Inclusion toolkit is fully in line with this ambition.

 

 

Appendix 1: AAC Visual Cards (Core Pack)

Needs

●        EAT

●        DRINK

●        TOILET

●        SLEEP

●        HELP

●        AGAIN

Actions

●        PLAY

●        STOP

●        COMING SOON

●        LEAVE

●        WAIT

●        WATCH

Emotions

●        CONTENT

●        SAD

●        ANGER

●        FEAR

●        CALM

●        TIRED

Recommended Use:

●        Print

●        Laminate

●        Organize by categories

 

 

Appendix 2: Visual Map Template

Structure standard

 

EAT

I want to eat

 

 

Recommendations

●        use consistent pictograms (ARASAAC)

●        Write in capital letters

●        Add a simple sentence

 

Pictograms from ARASAAC (https://arasaac.org) — Creative Commons License (CC BY-NC-SA).

 

 

Appendix 3: Communication Table (Beginner)

 

I WANT	I FEEL	I DO
EAT	CONTENT	PLAY
DRINK	SAD	STOP

Use:

●        Offering choices

●        Encouraging pointing

 

 

Appendix 4: Communication Table (Intermediate)

 

I WANT	I FEEL	I DO
EAT	CONTENT	PLAY
DRINK	SAD	STOP
HELP	ANGER	WAIT

 

 

 

Appendix 5: Progress Tracking Matrix

 

Date

Situation

Communication

Autonomy

Observation

To use:

●        daily

●        in the classroom and at home

 

 

Appendix 6: Example of a visual sequence

Hand washing
 

Step	Pictogram	Text
1		Turn on the tap
2		Apply soap
3		Rub hands
4		Rinse
5		Dry hands

 

Pictograms from ARASAAC (https://arasaac.org) — Creative Commons License (CC BY-NC-SA).

 

 

Appendix 7: List of Recommended Pictograms (ARASAAC)

 

Pictogram	Word (ARASAAC)	Usage
	Eat	Express the need to eat
	Drink	Expressing the need to drink
	Toilets	Request the toilet
	Play	Express an activity
	Help	Asking for help
	Stop	Stop an activity
	Happy	Expressing a positive emotion
	Sad	Expressing sadness
	Angry	Expressing anger
	Wait	Learning to be patient

 

Pictograms from ARASAAC (https://arasaac.org) — Creative Commons License (CC BY-NC-SA).

 

 

Appendix 8: Quick Guide (Field Sheet)

Quick Start

1. Choose 2 cards
2. Model
3. Propose a choice
4. Wait
5. Strengthen

Key rules

●        Simplicity

●        Repetition

●        Consistency

 

 

Appendix 9: Presentation of the ARASAAC platform

General presentation

ARASAAC (Aragonese Centre for Augmentative and Alternative Communication) is an international reference platform dedicated to Augmentative and Alternative Communication (AAC).

Its objective is to facilitate communication for people with language difficulties, by providing accessible, free and standardised visual resources.

Resources offered by the platform

The ARASAAC website is a real online toolkit, offering in particular:

●       Pictograms

A large database of pictograms (objects, actions, emotions, etc.) that can be used to create easily downloadable visual aids.

●       Communication materials

o   Communication boards

o   Visual agendas

o   Ready-to-use media

●       Authoring tools

o   Generation of custom media

o   Creating visual sequences

o   Adaptation to specific needs

●       Educational Resources

o   User Guides

o   Activities

o   Practical examples

●       Training area (Aula Abierta)

o   modules de formation

o   Tutorials

o   Usage Scenarios

Interest in the AAC-Inclusion toolkit

Using ARASAAC resources in this toolkit allows you to:

●       Ensure visual consistency

●       use internationally recognized pictograms

●       Facilitate understanding

●       strengthen the transferability of the project

Access to the platform

Official website: https://arasaac.org

Conclusion

ARASAAC is a critical resource for the implementation of the AAC.

Its integration into the AAC-Inclusion toolkit helps to improve the quality, consistency and effectiveness of the materials offer