AAC Toolkit: Practical Tools for Inclusive Communication
AAC Toolkit: Practical Tools for Inclusive Communication
Przegląd sekcji
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Erasmus+ project
Augmentative and Alternative Communication technique for Inclusion
AAC-Inclusion Toolkit
Practical guide for parents and teachers
English Version
April 2026
Chapter 1: General Introduction to Augmentative and Alternative Communication (AAC)
1.1. Communication at the heart of human development
Communication is one of the essential foundations of a child's development. From the first months of life, it allows us to express needs, to enter into relationships with others and to gradually build an understanding of the world. It is not limited to speech: it includes gestures, looks, facial expressions and, more broadly, all the means by which a message can be conveyed.
In an educational context, communication plays a decisive role in learning. It allows the child to ask questions, participate in activities, understand instructions and develop social skills. When it is hindered, the consequences can be multiple: isolation, frustration, behavioural difficulties, even delay in learning.
It is in this context that Augmentative and Alternative Communication (AAC) is introduced, which offers concrete solutions to support or replace oral communication when it is limited or absent.
1.2. Definition of Augmentative and Alternative Communication (AAC)
Augmentative and Alternative Communication (AAC) includes all the methods, tools and strategies for complementing or replacing speech.
It has two main dimensions:
● Augmented communication : it supports existing speech (for example by using pictograms in addition to oral language)
● Alternative communication : it completely replaces speech when it is not functional
The forms of AAC are very varied and can include:
● gestures (sign language, pointing)
● visual media (images, pictograms, photographs)
● communication boards
● digital devices (applications, voice synthesis)
The objective is not to systematically replace speech, but to give the child the means to communicate effectively, regardless of the channel used.
1.3. Audiences concerned by the AAC
Contrary to some preconceived ideas, AAC is not only intended for children with severe disorders. It can benefit a wide range of profiles, including:
● children with autism spectrum disorder (ASD)
● children with language disorders (dysphasia, language delay)
● Children with motor disabilities affecting speech
● children with temporary communication difficulties
● Allophone children in the language acquisition phase
In all of these cases, AAC helps reduce communication barriers and promote the active participation of the child.
1.4. The challenges of the lack of functional communication
When a child does not have an effective means of communication, the consequences can be significant and visible on a daily basis.
Among the most common effects are:
● an increase in frustrated behaviours (screaming, crying, agitation)
● Difficulty interacting with other children
● increased dependence on adults
● limited participation in educational activities
● Weakened self-esteem
It is essential to understand that these behaviours are not problems in themselves, but manifestations of difficulty communicating.
The implementation of AAC tools often makes it possible to transform these situations by offering the child a clear and structured alternative to express himself.
To be effective, AAC is based on several key principles that must guide its implementation:
● Accessibility
The tools must be simple, understandable and adapted to the child's abilities.
● Consistency
The same symbols and strategies should be used in all environments (school, home).
● Progressiveness
The materials must evolve gradually, according to the child's progress.
● Modeling
The adult must show how to use the tools, integrating them into daily interactions.
● Repetition
Learning involves repetition in a variety of situations.
1.6. The role of adults: teachers and parents
The success of AAC is largely based on the involvement of the adults around the child.
Teachers play a central role in the integration of tools in the school context. They must:
● integrate AAC into educational activities
● adapt the materials to the needs of the students
● Encourage participation
Parents, on the other hand, ensure continuity at home. Their role is essential to:
● Reinforcing learning
● Use tools in daily routines
● support the child in his or her interactions
The collaboration between school and family is therefore a determining factor.
1.7. The importance of visual aids
Among the different forms of AAC, visual aids occupy a central place.
They have several advantages:
● they are stable (unlike speech, which disappears)
● they make it easier to understand
● they reduce cognitive load
● They allow you to anticipate situations
Pictograms, particularly those offered by ARASAAC, are now an international reference in terms of visual aids.
Their use helps to ensure consistency and shared understanding, including in multilingual contexts.
1.8. Objectives of this manual
The purpose of this manual is to provide:
● a clear understanding of AAC
● Concrete and directly usable tools
● Detailed user guides
● Examples from real-life situations
● Actionable visual aids
It is aimed at a wide audience, including teachers, parents and support professionals.
It was designed as part of the AAC-Inclusion project, in response to the needs identified on the ground, and aims to facilitate the implementation of inclusive practices.
1.9. Organization of the document
The document is structured in several complementary chapters:
● Needs analysis (survey)
● Overview of the Toolkit Components
● How-to Guides
● Case Studies
● Visual appendices
This organization allows for a progressive reading, from understanding the issues to concrete implementation.
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Chapter 2: Needs Analysis: Teacher and Parent Survey Results
2.1. Introduction: role of needs analysis in the project
In the context of the AAC-Inclusion project, the development of the toolkit is based on a fundamental step: the analysis of end-user needs. This approach ensures that the resources produced are not only theoretical, but that they respond to concrete problems encountered in the field.
The questionnaires were administered to two main target groups:
● teachers, working in different educational contexts (regular education, inclusion, special education)
● Parents, accompanying children with communication difficulties
The objective of this survey was twofold:
- Identify the difficulties encountered in supporting communication
- Understand the expectations for tools and training
The survey was conducted in several project partner countries, to reflect a diversity of educational and cultural contexts.
Types of questions
The questionnaires included:
● closed-ended questions (scales, multiple choice)
● open-ended questions (feedback, expectations)
Topics covered
● Level of knowledge of AAC
● Current practices
● Challenges
● Tool requirements
● Training needs
Respondent profile
● teachers of different levels (elementary, secondary, specialized)
● Parents of children with language or communication disorders
This diversity has made it possible to obtain a global and nuanced vision of needs.
2.3. Main results: teachers' point of view
The teachers' responses highlight several strong trends.
1. A lack of practical training
A significant proportion of teachers indicated that they had not received sufficient training in AAC.
When training exists, it is often perceived as:
● too theoretical
● Not very applicable in the classroom
● insufficiently supported
This creates a feeling of insecurity in the use of tools.
2. Difficulty integrating into the classroom
The teachers emphasize that:
● Time is limited
● Classes are heterogeneous
● The needs are multiple
In this context, they express difficulties in integrating AAC into their daily practice.
They are therefore looking for tools:
● Simple
● Quick to set up
● Compatible with classroom management
A very clear need emerges: to have supports that can be used directly.
Teachers want to:
● Visual cards
● communication boards
● Reproducible models
without having to create all the tools themselves.
4. Need for pedagogical coherence
Teachers also insist on the need to:
● structure the materials
● avoid dispersion
● Use consistent systems
It is in this context that standardized resources such as those of ARASAAC are particularly relevant.
2.4. Key Results: Parents' Perspective
The parents' responses complement and enrich this analysis.
1. Feeling of lack of reference points
Many parents express:
● uncertainty about their child's needs
● difficulty understanding the proposed methods
They ask for tools:
● Simple
● explicit
● Easy to use at home
2. Difficulty dealing with frustration
Parents frequently describe situations where the child:
● cry
● gets angry
● refuses to cooperate
These behaviors are often linked to an inability to express a need.
AAC appears here as an essential lever for:
● Reduce frustration
● improve mutual understanding
3. Need for continuity with school
A central point stands out:
the lack of coherence between school and family practices
Parents indicate that they do not always have:
● the same tools as the school
● of the same instructions
● of the same strategies
This limits the effectiveness of interventions.
4. Waiting for concrete support
Parents are not only asking for tools, but also:
● Simple explanations
● Real-world examples
● Step-by-step guides
hence the importance of a structured manual.
2.5. Cross-analysis of results
The comparison of the responses of teachers and parents makes it possible to identify several major findings.
Observation 1: massive need for simplification
The two groups converge on one point:
Tools should be simple and accessible
Observation 2: need for standardized visual aids
Visual aids appear as:
● effective
● Universal
● Easily transferable
Observation 3: need for structured support
Users don't just want tools, but also:
● a frame
● a method
● A guide
Finding 4: Importance of school-family coherence
The success of the systems is based on: the alignment of practices in the different environments
2.6. Implications for the design of the toolkit
These results directly influenced the design of the AAC-Inclusion Toolkit.
The toolkit has been designed to meet precisely the needs identified:
1. Offer ready-to-use tools
● Visual cards
● Communication boards
● Printable Templates
2. Offer clear guides
● Detailed steps
● Concrete examples
● Practical recommendations
3. Ensure consistency
● Use of standardized pictograms
● Structured organization
4. Foster collaboration
● Tools for use at school and at home
● common language
The needs analysis is an essential foundation of the AAC-Inclusion project.
It clearly shows that:
● The difficulties are shared
● Expectations are converging
● Solutions must be practical and accessible
The proposed toolkit is fully in line with this logic, by offering a structured, progressive and user-centric response.
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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
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.
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Chapter 4: Component 1 - Augmentative and Alternative Communication (AAC) Fundamentals Guide
4.1. Introduction to the Component
The first component of the AAC-Inclusion toolkit forms the basis of the entire system. It aims to provide users — teachers, parents, and professionals — with a clear, accessible, and directly actionable understanding of Augmentative and Alternative Communication (AAC).
Indeed, the effectiveness of the tools proposed in the other components depends heavily on the ability of adults to understand the principles of AAC and to apply them consistently.
This component directly addresses a need identified in the survey: a lack of practical training and clear benchmarks on AAC
In many situations, children with communication difficulties face a double barrier:
● they cannot clearly express their needs
● they are not always understood by those around them
This situation can lead to:
● frustration
● Social withdrawal
● maladaptive behaviors
AAC helps to remove these barriers by providing alternative means of communication that are accessible and understandable.
Concrete example
A child who wants to drink but cannot communicate clearly:
● crying
● screaming
● Pull an adult
With the AAC, he can simply: point to a "DRINK" card
Result :
● The message is clear
● Frustration decreases
● Interaction becomes positive
4.3. The different types of AACs
AAC is not limited to a single tool. It includes several complementary forms.
1. AAC without help (natural low-tech)
It includes: gestures, facial expressions, pointing, body expressions.
● Advantage: immediate and accessible
● Limit: sometimes insufficient for complex messages
2. AAC with visual aids (low-tech)
It includes: pictograms, images, photos, visual cards.
● Advantage: Stability and clarity
● Widely used in the toolkit
The pictograms from ARASAAC are particularly recommended for their standardization.
3. AAC with digital tools (high-tech)
It includes: AAC apps, tablets, text-to-speech devices
● Advantage: great expressive richness
● Limit: requires equipment and accompaniment
4.4. Preconceived ideas about AAC
The survey revealed several misconceptions that need to be corrected.
"AAC prevents the child from speaking" 🡪 False
On the contrary, AAC often promotes the emergence of oral language.
"It's too complicated to set up" 🡪 False
With simple tools (cards, pictograms), implementation can be very accessible.
"It's reserved for serious cases" 🡪 False
The AAC can be used temporarily or partially.
Conclusion
AAC is an enabling tool, not a permanent replacement.
4.5. The basic principles of use
To be effective, the AAC must follow certain rules.
1. Modeling
The adult must demonstrate how to use the tools.
Example: The teacher shows the card "PLAY" while saying the word.
2. Active Standby
After offering a support, it is necessary to: give the child time
3. Positive reinforcement
Any attempt at communication must be valued, even if it is partial.
4. Repetition
Learning is based on: repetition in different contexts
5. Generalization
The tools must be used:
● at school
● at home
● in the activities
4.6. How to choose the right tools?
The choice of tools must be adapted to each child.
Main criteria
● Age
● level of understanding
● Motor skills
● Environment
Example
● Beginner child → single cards (2 choices)
● Advanced child → structured board
4.7. Role of the adult in support
The adult is not only an observer: he is an actor in communication.
Role of the teacher
● Integrating AAC into operations
● adapt the materials
● Encourage participation
Role of the parent
● Use the tools on a daily basis
● Create communication situations
● Reinforcing learning
Importance of consistency
When both environments use the same tools: progress is faster
Too many tools at once: risk of confusion
Lack of modelling: the child does not know what to do
Lack of consistency: loss of efficiency
Constantly changing pictograms: loss of reference points
4.9. Mini Practical Guide (Operational Summary)
To get started:
- Choose 2–3 cards
- use them in a simple situation
- Model
- Wait
- encourage
Repeat every day
This first component forms the basis of the AAC-Inclusion toolkit.
It allows you to:
● Understanding AAC
● Avoid mistakes
● Laying the foundation for effective implementation
It thus prepares the user to fully exploit the tools presented in the following chapters.
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Chapter 5: Component 2 - Visual Aids (AAC Cards and Visual Aids)
5.1. Introduction: The Role of Visual Aids in AAC
Visual aids are the operational heart of Augmentative and Alternative Communication. They make communication visible, stable and accessible, especially for children who have difficulty understanding or producing oral language.
Unlike speech, which is ephemeral, a visual medium remains present in the environment. It can be observed, pointed, manipulated and reused. This permanence is a major asset for learning.
As part of the AAC-Inclusion project, visual aids have been identified as:
● The most anticipated tool
● Most easily transferable
● Fastest usable
Visual aids can take many forms, depending on the needs of the child and the context of use.
1. Pictograms
Pictograms are simple and universal graphic representations of a word or idea.
They have several advantages:
● Quick comprehension
● Standardization
● Ease of reproduction
The pictograms from ARASAAC are particularly recommended in this context.
2. Photographs
Photos may be used when:
● The child needs concrete reference points
● The pictograms are too abstract
Example: photo of the child's personal glass to "drink"
3. Real Items
In some cases, the object itself can be used as a communication medium.
Example:
● show a spoon to "eat"
4. Visual sequences
It is a succession of images representing an activity.
Example :
● wash your hands (turn on the faucet → soap → rinse → dry)
Visual cards are the main tool of this component.
They are generally composed of:
● an image (pictogram)
● a word (in capital letters)
● possibly a simple sentence
Recommended map structure
[PICTOGRAM]
EAT
I want to eat5.4. Organization of the cards (pedagogical logic)
For ease of use, the cards are organized into categories.
1. Needs
To express:
● Eat
● Drink
● toilet
● Sleep
These are the first cards to be introduced.
2. Actions
To express:
● Play
● Stop
● help
● Wait
They allow you to interact with the environment.
3. Emotions
To express:
● content
● sad
● anger
● fear
Very important to reduce frustrations.
5.5. Guide to Using Visual Cards
✔ Step 1: Start simple
Introduce: 2 cards maximum
Example:
● EAT
● DRINK
Step 2: Model
The adult shows: the card + the word
Step 3: Propose a choice
"Do you want to EAT or DRINK?"
Step 4: Wait
Give the child time to:
● point
● Watch
● React
✔ Step 5: Strengthen
Respond immediately to the request.
A child comes home from school and seems agitated.
The parent:
- Presents the cards:
- DRINK
- EAT
- Observe the reaction
- the child points DRINK
- the parent gives water
Result :
● Successful communication
● Frustration avoided
During an activity, a student becomes inattentive.
The teacher:
- shows the cards:
- PLAY
- STOP
- Ask the student to choose
- the student points STOP
The activity is adapted.
● Too many cards at the beginning: cognitive overload
● Non-visible cards: Ineffectiveness
● Irregular use: loss of learning
● Constant change of pictograms: loss of reference points
5.9. Integration of cards into everyday life
The cards must be used in:
At home
● Meals
● routines
● Games
At school
● Activities
● transitions
● interactions
5.10. Preparing the Cards (Practical Guide)
Materials needed
● Printer
● thick paper
● Lamination (recommended)
● Velcro (optional)
Steps
- Print the cards
- cut out
- Laminate
- Organize by categories
5.11. Link to the Toolkit Annexes
The cards presented in this chapter are available in:
● Appendix 1: Printable AAC Visual Cards
● Appendix 2: Visual communication board
These annexes are designed to be:
● printed
● Handled
● used directly
Visual aids are an essential lever for:
● Facilitate communication
● structurer les interactions
● Reduce frustration
They represent a simple, effective solution that can be immediately applied in different contexts.
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Chapter 6: Component 3 - Communication Boards
6.1. Introduction: from the isolated word to structured communication
After the introduction of visual cards (Chapter 5), the next step is to structure the communication. Communication boards make it possible to move from a one-off use of cards to a coherent organization of exchanges.
A communication board is a visual support grouping together several pictograms or words, organized in a logical way to allow the child to:
● Making choices
● expressing intentions
● gradually build messages
As part of the AAC-Inclusion project, communication boards meet a clearly identified need: to help children organize their thinking and structure their interactions
6.2. Definition and function of a communication board
A communication board is a medium (paper or digital) on which several pictograms or symbols are placed.
The child can interact with this board by:
● pointing to a pictogram
● Looking at a symbol
● touching an area
The board thus becomes a tool for active expression.
Main functions
Communication boards make it possible to:
● express needs (I want...)
● expressing emotions (I feel...)
● express actions (I do...)
● Initiate an interaction
● participate in an activity
6.3. Recommended pedagogical structure
As part of this toolkit, a simple and effective structure is proposed:
Organization in three categories
I WANT
I FEEL
I DO
EAT
CONTENT
PLAY
DRINK
SAD
STOP
TOILET
ANGER
HELP
Why this structure?
It allows you to:
● Simplify understanding
● Organize communication
● cover essential needs
6.4. Types of communication boards
1. Simple Table (Beginner)
● 2 to 4 pictograms
● Used in a specific situation
Example:
● EAT / DRINK
2. Intermediate table
● 6 to 12 pictograms
● Several categories
This allows for more choice.
3. Advanced Chart
● Complete organization
● Combination of pictograms
This is used to construct sentences.
6.5. Communication Board User Guide
Step 1: Introduction
Start with a simple table:
● few pictograms
● Clear situation (e.g. meals)
Step 2: Modeling
The adult demonstrates how to use the board.
Example:
"You want to DRINK" → point DRINK
Step 3: Interaction
Ask a question: "What do you want?"
Step 4: Child's response
The child can:
● point
● Watch
● Touch
Step 5: Validation
The adult: confirms and acts.
Situation: a child does not ask for a drink.
Implementation:
- table with:
- EAT
- DRINK
- the adult asks: "What do you want?"
- the child points DRINK
- The adult gives water
Result :
● Functional communication
● Reduced frustration
Location: collective activity.
The table contains:
● PLAY
● STOP
● HELP
The student:
● points to HELP
The teacher intervenes.
The use of the table must evolve gradually.
Level 1
● Simple choices
● Guided Answers
Level 2
● More choices
● spontaneous responses
Level 3
● Combination of pictograms
● beginning of sentence construction
6.9. Relationship with standardised pictograms
To ensure consistency, it is recommended to use pictograms from ARASAAC.
This makes it possible to:
● Faster recognition
● Continuity between tools
● International standardization
6.10. Common mistakes to avoid
Overloaded board: cognitive overload
Poor organization: confusion
Lack of modelling: misunderstanding
Non-regular use: loss of effectiveness
6.11. Adaptation according to contexts
At home
● Simplified table
● Everyday situations
At school
● richer picture
● Suitable for activities
In a specialized context
● Personalized table
● Enhanced support
6.12. Preparing the table (practical guide)
Material
● cardboard or plasticized support
● Printed pictograms
● Velcro (optional)
Steps
- Choose pictograms
- Organize by categories
- Attach to the stand
- Test with the child
6.13. Relationship to the Appendices
The tables presented in this chapter are available in:
● Appendix 2: Printable visual communication board
● Appendix 3: Evolving Tables (Beginner → Advanced)
Communication boards are a key step in the implementation of AAC.
They make it possible to:
● structure communication
● Promote autonomy
● Improving participation
They are a central tool of the AAC-Inclusion toolkit.
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Chapter 7: Component 4 - Step-by-Step Guides for Implementing AAC
7.1. Introduction: From Tool to Action
The previous chapters have presented the fundamental tools of AAC: visual aids and communication boards. However, the survey conducted as part of the AAC-Inclusion project showed that teachers and parents often encounter a major difficulty:
● know how to use these tools concretely on a daily basis
This is precisely the objective of this component: to offer simple, progressive and directly applicable step-by-step guides that allow you to move from theory to practice.
7.2. General principles of step-by-step guides
Before presenting the concrete scenarios, it is important to remember a few principles that apply to all situations.
Simplicity
Always start with:
● Few tools
● Few choices
Progressiveness
Introducing the tools:
● Step by step
● without precipitation
Repetition
Repeating the same situations: to promote learning
Consistency
Use the same media: at home and at school
Adaptation
Every child is different: adjusting tools and steps
7.3. Guide n°1: Introducing AAC (first contact)
Objective
To allow the child to understand that he or she can use a visual aid to communicate.
Material
● 2 cards (e.g. EAT / DRINK)
● simple pictograms (ideally ARASAAC)
Steps
- Choosing a quiet time: example: meal
- Presenting the cards: showing them clearly
- Model: say: "DRINK" while pointing to the map
- Offer a choice: "Do you want to EAT or DRINK?"
- Wait for the answer: look / point
- React immediately: give something to drink if DRINK
Expected result
● The child understands the link between card and action
7.4. Guide n°2: Using the cards on a daily basis
Objective
Integrate the cards into daily routines.
Example (house)
Situation : goûter
Steps:
- Present 2 cards
- Propose a choice
- Wait
- Reply
Repeat daily.
Example (class)
Location: Activity
- show cards PLAY/STOP
- let you choose
- Adapt the activity
Expected result
● Regular use
● Smoother communication
7.5. Guide n°3: Introducing a communication board
Objective
Moving from isolated cards to an organized system.
Material
● Simple table (2–4 pictograms)
Steps
- Present the table
- Show how to use it
- ask a question: "What do you want?"
- guide if necessary
- Strengthen the response
Expected result
● Understanding the board
● Beginning of autonomy
7.6. Guide n°4: Dealing with a Frustrated Situation
Objective
Replace problematic behavior with communication.
Situation
The child cries or becomes angry.
Steps
- Stay calm
- Offering cards:
- HELP
- STOP
- SAD
- Naming the emotion
- Encourage the child to point to the card
- Responding to demand
Expected result
● Reduction of meltdowns
● Better understanding
7.7. Guide n°5: Developing autonomy
Objective
Encourage the child to use the tools without assistance.
Steps
- Phasing out aid
- wait longer
- Encourage initiative
- valuing efforts
Expected result
● spontaneous communication
7.8. Guide n°6: Generalization (key to success)
Objective
Use the tools in different contexts.
Steps
- Use at home
- Use in school
- Use in outputs
- Use with different people
✔ Expected result
● Functional communication in all situations
7.9. Full Example (Synthesized Real Case)
Profile
5-year-old child, non-verbal.
Initial situation
● frequent crying
● frustration
● Few interactions
Intervention
● introduction cards EAT / DRINK
● then simple table
Result
● Card pointing
● Reduction of meltdowns
● Positive interactions
7.10. Common mistakes to avoid
● Going too fast: the child does not follow.
● Not modeling: misunderstanding.
● Giving up too soon: loss of knowledge
● Irregular use: ineffective.
To succeed:
● Start Simple
● Repeat
● Model
● encourage
● generalize
Step-by-step guides are a central part of the AAC-Inclusion toolkit.
They make it possible to:
● Making tools accessible
● Facilitate their implementation
● Supporting users
They respond directly to the needs expressed by teachers and parents.
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Chapter 8: Component 5 - Digital Tools in Augmentative and Alternative Communication (AAC)
8.1. Introduction: The Role of Digital in AAC
The evolution of digital technologies has profoundly transformed practices in Augmentative and Alternative Communication. Digital tools now make it possible to considerably enrich the possibilities of expression of children with communication difficulties.
In the context of the AAC-Inclusion project, digital tools do not replace physical media (cards, tables), but complement and reinforce them.
They offer:
● Greater flexibility
● Advanced customization
● increased attractiveness for some children
8.2. Types of digital tools in AAC
Digital tools in AAC can be classified into several categories.
1. AAC apps (tablets and smartphones)
These applications make it possible to:
● display pictograms
● to produce a speech synthesis
● to construct sentences
Example of use:
The child selects "I WANT" → "DRINK"
app says the sentence.2. Devices with Text-to-Speech
These are tools dedicated to communication, allowing the child to:
● Select Symbols
● Generate an oral message
Especially useful for nonverbal children.
3. Personalized digital media
● Digital communication boards
● Interactive visual sequences
● Digital educational materials
To be adaptable as needed.
8.3. Benefits of digital tools
Accessibility
Interfaces are often:
● visual
● intuitives
● Easy to handle
Customization
Digital tools make it possible to:
● Add pictograms
● Adapting vocabulary
● Edit Levels
Motivation
Some children are particularly sensitive:
● on screens
● touch interactions
Vocal Production
Voice synthesis makes it possible to: give a voice to the child.
Despite their advantages, digital tools have certain limitations.
Hardware Dependency
● tablet required
● Battery
● maintenance
Risk of distraction
Screens can: distract attention.
Complexity
Some tools are: too complex for beginner use.
Affordability
● Cost of applications
● Material cost
8.5. Place of pictograms in digital tools
Pictograms remain essential, even in digital tools.
The integration of pictograms from ARASAAC makes it possible to:
● Continuity between paper and digital media
● Visual consistency
● Better understanding
The child finds the same bearings.
8.6. Guide to choosing a digital tool
The choice of a tool must be well thought out and adapted.
Main criteria
● Age of the child
● Level of communication
● Motor skills
● Environment (School/Home)
Getting started
● Simple application
● few pictograms
● Clear interface
For an advanced level
● Sentence construction
● Extensive vocabulary
● Customization
8.7. User Guide (Step-by-Step)
Step 1: Introduction
Present the tool: no overload
Step 2: Modeling
The adult shows: how to select a pictogram.
Step 3: Interaction
Propose a situation: "What do you want?"
Step 4: Response
The child:
● Tap the screen
● Select
Step 5: Reinforcement
The adult: valid and answers.
Situation
A child uses a tablet.
Implementation
- Open the app
- Show 2 choices:
- EAT
- DRINK
- The child selects
- the tablet pronounces
Result
● communication claire
● interaction positive
Situation
Collective activity.
Implementation
- Digital board
- Pictograms:
- PLAY
- HELP
- the student selects HELP
Result
● Increased participation
● Easier interaction
8.10. Articulation with physical media
An essential point of the toolkit: digital does not replace paper.
Complementarity
● Cards → start
● Table → Structuring
● Digital → enrichment
Consistency
Always use: the same pictograms.
8.11. Common Mistakes to Avoid
Introducing digital technology too soon
● surcharge
Completely replace cards
● Loss of reference points
Choosing a tool that is too complex
● Discouragement
Lack of support
● Misuse
8.12. Practical recommendations
● Start with paper
● Introducing digital gradually
● Maintain visual consistency
● Supporting the child
Digital tools are an important complementary component of AAC.
They allow:
● enrich communication
● diversify the media
● Empower
However, their effectiveness depends on their consistent integration with the other tools in the toolkit.
- Open the app
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Chapter 9: Component 6 - Monitoring and Evaluation of Progress in AAC
9.1. Introduction: why evaluate?
In any educational process, evaluation plays an essential role. It not only makes it possible to measure the progress made, but also to adjust practices according to the child's real needs.
In the context of Augmentative and Alternative Communication (AAC), this dimension is particularly important. Indeed, progress is not always immediately visible and requires careful and structured observation.
The survey conducted as part of the AAC-Inclusion project showed that:
● Teachers and parents often lack simple tools to track progress
This component of the toolkit therefore aims to meet this need by offering accessible and directly usable evaluation methods.
9.2. Objectives of AAC monitoring
Monitoring progress in AAC makes it possible to:
Observing developments
● Increased interactions
● Improved understanding
Adjust tools
● simplify or enrich the materials
● adjust strategies
Boost motivation
● Valuing progress
● Encourage the child
Foster coordination
● Sharing observations between school and family
9.3. Principles of effective evaluation
Simplicity
The assessment must be: easy to implement
Regularity
Observe: Continuously
Objectivity
Based on: observable facts
Share
The results must be: communicated between the actors
9.4. Key indicators of progress
To assess progress, several indicators can be used.
1. Frequency of Communications
● Number of applications
● Number of interactions
2. Level of autonomy
● with help
● with guidance
● alone
3. Type of communication
● Reaction
● Answer
● initiative
4. Reduced frustration
● Less crying
● Fewer problematic behaviors
5. Understanding
● Response to instructions
● Appropriate use of cards
9.5. Proposed monitoring tools
The AAC-Inclusion toolkit offers simple and practical tools.
1. Daily observation grid
Allows you to note:
● Situations
● Reactions
● Progress
Example
Day
Situation
Communication
Autonomy
Observation
Monday
Meals
DRINK
With help
Correct answer
Tuesday
Class
HELP
Alone
Initiative
2. Weekly Progress Board
Allows you to track progress over several days.
3. Individual tracking sheet
Includes:
● Profile of the child
● Objectives
● observations
9.6. Guide to using the monitoring tools
Step 1: Observe
Note: what the child does
Step 2: Save
Use a simple grid.
Step 3: Analyze
Identifier :
● Progress
● Difficulties
Step 4: Adapt
Edit:
● Tools
● Strategies
Step 5: Share
Contact:
● Teachers
● parents
9.7. Concrete example (home follow-up)
Situation
A child uses the cards at home.
Observation
Week 1:
● Used with assistance
Week 2:
● starts pointing alone
Week 3:
● initiates communication
Conclusion
Significant Progression
9.8. Concrete example (classroom follow-up)
Situation
Use of a communication board.
Observation
● Start: No participation
● after 2 weeks: answers
● After 1 month: Initiatives
Result
● Better participation
● Increased engagement
9.9. Link to Standardized Tools
The use of pictograms from ARASAAC also facilitates the evaluation:
● Consistency of media
● Comparability of observations
● Coordinate System Stability
9.10. Common Mistakes to Avoid
Evaluation too complex
● Abandon
Lack of consistency
● Information source
Subjective judgments
● Biais
No sharing
● Consistency
9.11. Importance of valuing progress
Even small advances should be valued:
● Point to a map
● Look at a pictogram
This makes it possible to:
● Build trust
● Encourage the child
Monitoring and evaluation are essential components of the AAC-Inclusion toolkit.
They make it possible to:
● Measure the effectiveness of the tools
● Adapting practices
● Strengthen collaboration
They help to make the process structured, measurable and scalable, which is particularly important in the context of an Erasmus+ project.
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Chapter 10: Component 7 - School–Family Collaboration in the Implementation of AAC
10.1. Introduction: an essential condition for success
The implementation of Augmentative and Alternative Communication (AAC) can only be fully effective if it is part of a coherent and shared approach between the different environments of the child's life.
One of the key findings from the survey conducted as part of the AAC-Inclusion project is the following:
● The lack of coordination between school and family severely limits the effectiveness of communication tools
Indeed, when a child uses different media, incoherent pictograms or divergent strategies depending on the context, he or she can quickly lose his or her bearings.
This chapter therefore aims to propose concrete strategies to build an effective, sustainable and structured collaboration.
10.2. Why is collaboration essential?
1. Ensure consistency of practice
When the same tools are used:
● at school
● at home
The child understands more quickly
2. Reinforce learning
Repetition in different contexts allows:
● Better memorization
● generalization of skills
3. Reduce misunderstandings
Clear communication between adults allows:
● avoid contradictions
● better understand the child's behaviours
4. Valuing progress
Sharing observations makes it possible to:
● Follow the evolution
● Encourage the child
The investigation identified several obstacles to this collaboration.
1. Lack of communication
● Few regular exchanges
● Limited information
2. Differences in practices
● Different tools
● Divergent methods
3. Lack of training
● poorly trained parents
● teachers with little support
4. Time constraints
● Busy schedule
● Organisational difficulties
10.4. Principles of effective collaboration
Simplicity
Implementing: simple tools
Regularity
Maintain: regular contact
Clarity
Sharing: understandable information
Mutual respect
Acknowledging: everyone's role
Common goals
Working towards: child well-being
10.5. Concrete tools for collaboration
1. AAC Liaison Notebook
Allows you to share:
● observations
● Success stories
● Difficulties
Example
Date
Situation
Communication
Note
Monday
Meals
DRINK
Successful on your own
Tuesday
Class
HELP
Need help
2. Digital communication
● messages
● Photos
● Quick exchanges
Ease of continuity
3. Shared tracking sheets
● Common goals
● Progress
4. Common Kit
Use:
● The same cards and pictograms
Teachers have a structuring role in the implementation of AAC.
Responsibilities
● Introduce the tools
● explain their use
● Sharing practices
● adapt the materials
Best practices
● Organize times of exchange
● Provide support to parents
● Explain the objectives
Parents play an essential role in continuity.
Responsibilities
● Use the tools on a daily basis
● Observe reactions
● Contacting the school
Best practices
● Integrate cards into routines
● Encourage the child
● Valuing progress
10.8. Concrete example of successful collaboration
Situation
6-year-old child with communication difficulties.
Implementation
● Same cards at school and at home
● Liaison notebook
● Regular exchanges
Results
● Use of cards in both contexts
● Reduced frustration
● Improved interactions
10.9. Link with standardised pictograms
The use of pictograms from ARASAAC makes it possible to:
● Ensure visual consistency
● Facilitate understanding
● harmonize practices
Key element of collaboration
10.10. Recommended Strategy (Summary)
For effective collaboration:
- Use the same tools
- communicate regularly
- Share observations
- Adjust together
- Valuing progress
10.11. Common Mistakes to Avoid
Lack of communication
Consistency Adjustment
Different tools
Confusion
Lack of involvement
Efficiency
Non-shared goals
Misalignment
School-family collaboration is a key pillar of the AAC-Inclusion toolkit.
It allows you to:
● Enhance tool effectiveness
● Ensure consistency of practice
● Supporting child development
It transforms AAC into a comprehensive, integrated and sustainable approach.
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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
- Present both cards
- ask the question: "What do you want?"
- wait for the answer
- 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
- Show Item
- Show map
- Model
- Wait
- 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
- Show each step
- Accompany
- 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
- Observe the child
- Propose the cards
- Naming the emotion
- 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
- Playing with the child
- Propose the cards
- let you choose
- 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
- Show structure
- Model
- Guide
- encourage
Expected result
● beginning of language structuring
Situation : goûter
- Propose cards:
- EAT
- DRINK
- Chosen child
- parent answers
- Strengthen
Result
● Functional communication
Situation: collective activity
- Table:
- PLAY
- STOP
- HELP
- chosen student
- 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
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.
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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
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
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
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
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
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.
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
✔ 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
Effective training allows:
● Better use of tools
● Increased interactions
● Reduced frustrations
● Improved inclusion
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.
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
The implementation of the toolkit makes it possible to:
● Improved communication
● Reduced frustration
● improved communication
● better educational and social inclusion
The success of the scheme is based on:
● Teacher involvement
● Parent Engagement
● The collaboration between the two
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.
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 eatRecommendations
● 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
- Choose 2 cards
- Model
- Propose a choice
- Wait
- 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
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the National Agency for Community Programs in the Field of Education and Vocational Training (ANPCDEFP). Neither the European Union nor ANPCDEFP can be held responsible for them
