Chapter 3: AAC-Inclusion Toolkit Definition and Toolkit Architecture

3.1. Introduction: from the identified need to the structured solution

In light of the results presented in the previous chapter, it is clear that teachers and parents need concrete, accessible and directly applicable solutions. The transition from needs analysis to the design of an adapted response is a key step in the AAC-Inclusion project.

It is with this in mind that the AAC-Inclusion Toolkit was designed, envisioned not as a simple document, but as a coherent system of educational resources.

This toolkit aims to transform findings from the field into operational tools to improve communication and inclusion of children.

3.2. Definition of a toolkit in the Erasmus+ framework

In the framework of Erasmus+ projects, a Toolkit is defined as:

A structured set of practical resources that enable users to implement the results of a project in their professional or personal environment.

It differs from a classic report in several key features:

✔ Action-oriented

The toolkit is not just about explaining, it allows you to do it.

✔ Accessibility

Content is designed to be understood and used by a non-expert audience.

✔ Transferability

The tools can be used in different countries, contexts and environments.

✔ Modularity

The individual components can be used independently or together.

3.3. Specific positioning of the AAC-Inclusion toolkit

The AAC-Inclusion toolkit is at the intersection of several objectives:

●        Pedagogical : supporting educational practices

●        Social : Fostering Inclusion

●        Practical : providing tools that are immediately usable

●        Collaborative : Strengthening the bonds between school and family

It stands out for its approach:

●        User-centric

●        progressive

●        Visual

●        adaptable

3.4. Toolkit Operational Objectives

The AAC-Inclusion Toolkit aims to achieve several concrete goals:

✔ Facilitate communication

To allow the child to express:

●        its needs

●        his emotions

●        His intentions

✔ Reduce frustration

By offering alternative means of communication, the toolkit helps to:

●        Decrease problematic behaviors

●        improve mutual understanding

✔ Promoting autonomy

The child gradually becomes able to:

●        Making choices

●        Initiate interactions

●        Actively participate

✔ Supporting adults

The toolkit provides teachers and parents with:

●        Benchmarks

●        Tools

●        methods

✔ Ensuring consistency of practice

Thanks to common media, it becomes possible to:

●        Harmonize interventions

●        Facilitating educational continuity

3.5. Toolkit Design Principles

The design of the toolkit is based on several fundamental principles, directly derived from the needs analysis.

✔ Simplicity

The tools must be:

●        Easy to understand

●        Quick to use

●        Immediately usable

Avoid unnecessary complexity.

✔ Progressiveness

The toolkit is designed to:

●        Start with simple supports

●        Moving to more complex tools

Respect the child's rhythm.

✔ Standardization

The use of pictograms from ARASAAC makes it possible to:

●        Visual consistency

●        Shared understanding

●        International compatibility

✔ Flexibility

The tools can be:

●        adapted

●        Personalized

●        Combined

according to specific needs.

✔ Immediate applicability

Each component of the toolkit must be able to be used:

●        without complex preparation

●        without prior long-term training

3.6. Global Toolkit Architecture

The AAC-Inclusion Toolkit is structured into several complementary components, each addressing an identified need.

Component 1: A Fundamental Guide to AAC

This part provides:

●        Theoretical bases

●        The essential principles

●        Benchmarks for understanding AAC

It allows us to establish a common framework.

Component 2: Visual Aids

It includes:

●        Visual cards

●        Pictograms

●        Sequences

Used to structure communication.

Component 3: Communication Boards

These tools make it possible to:

●        to organize choices

●        de structurer les messages

●        to encourage expression

Component 4: Step-by-step guides

They offer:

●        Clear steps

●        use cases

●        Practical recommendations

Essentials for beginners.

Component 5: Digital tools

This component introduces:

●        applications AAC

●        Digital media

in addition to physical tools.

Component 6: Monitoring and evaluation

It allows you to:

●        Measuring progress

●        Adjusting practices

Component 7: School-Family Collaboration

It offers:

●        Coordination tools

●        Common strategies

key to success.

Component 8: Practical activities

It includes:

●        Games

●        Scenarios

●        Concrete situations

to reinforce learning.

Component 9: Training

It aims to:

●        Supporting users

●        Build skills

3.7. Articulation between the components

The effectiveness of the toolkit is based on the complementarity of the components.

For example:

●        Visual cards are used in communication boards

●         Step-by-step guides explain how to use cards

●        monitoring  makes it possible to evaluate their effectiveness

The toolkit therefore works as a coherent ecosystem.

3.8. Target audiences and uses

The toolkit is mainly aimed at:

●        Teachers

o   Use in the classroom

o   Pedagogical adaptation

●        Parents

o   Home Use

o   Daily support

●        Professionals

o   Specialized support

o   Targeted intervention

3.9. Conclusion

The AAC-Inclusion Toolkit is a structured and coherent response to the needs identified in the field.

It is distinguished by:

●        its simplicity

●        its modularity

●        its practical orientation

●        its anchoring in recognized resources

It lays the foundation for effective implementation of AAC in different contexts.