The Role of AAC and Visual Supports in Fostering Inclusive Peer Interactions:

In continuing my project on the role of AAC in inclusive special education, I have been focusing on the benefits of using visuals, specifically Visual Scene Displays (VSDs) on iPads as a support tool for communication. The study by Therrien and Light (2018) offers compelling evidence that this approach significantly enhances peer interaction, particularly for children with complex communication needs (CCN). One standout example from the study is Matthew, a preschooler who showed a dramatic increase in symbolic communicative turns during book-sharing sessions when using the iPad with a peer. This increase demonstrates how integrating AAC into interactive and meaningful activities like story time can foster authentic communication and social connection.

A unique strength of this study lies in the design of the intervention, which positioned both children in each dyad (a pair of interacting individuals) as equal participants. Rather than assigning the typically developing child the role of a “helper” and the child with CCN the role of a “receiver,” both were trained to take turns, wait for responses, and jointly engage with the iPad-based AAC. This emphasis on shared responsibility promoted more balanced participation, disrupted traditional power dynamics, and encouraged mutual respect between peers.

What stood out to me was how the children were naturally motivated by the iPad activities. Seven out of eight children preferred using the iPad with their partner over interacting without it. This preference speaks not only to the social and cognitive engagement that AAC tools can inspire but also to their role in boosting motivation and autonomy in inclusive classrooms. It suggests that when used thoughtfully, AAC doesn't just support communication, it can redefine the classroom environment into one that is more student-centered and equitable.

Another key takeaway was the involvement of adult stakeholders, teachers, parents, and a speech-language pathologist, who all noted improved peer interaction and endorsed the continued use of the iPad intervention. Their perspectives validate that this approach is both feasible and valuable in real-world educational settings.

This article deepened my understanding of how AAC, especially when implemented with intentionality and collaboration, can transform peer relationships and foster inclusion. It also raised important questions that I am excited to explore further:

Universal Design for Learning (UDL): How can tools like VSDs be designed to support not only students with CCN but all learners in the classroom?

Peer-mediated instruction: What structures are most effective for teaching peers to support each other’s communication, and what barriers might need to be addressed to sustain these interactions?

Teacher training and support: How can we prepare and continually support educators to integrate AAC effectively and confidently?

Cultural and linguistic responsiveness: In what ways can AAC tools be adapted to respect and reflect students’ home languages, cultures, and communication styles?

Overall, this stage of my project has reinforced the idea that AAC is not just technical support but a bridge to meaningful, reciprocal communication. It holds the potential to shift inclusive education from access to genuine participation, and that’s a goal worth striving for.

References :
Therrien, M. C. S., & Light, J. (2016). Using the iPad to facilitate interaction between preschool children who use AAC and their peers. AAC: Augmentative & Alternative Communication, 32(3), 163–174. https://doi.org/10.1080/07434618.2016.1205133

Stephen E. Ryan, Tracy A. Shepherd, Anne Marie Renzoni, Danielle D’Alessandro & Anna Oh (2023) Functional impact of augmentative and alternative communication scale: development of an outcome measure for educators of students with complex communication needs, Disability and Rehabilitation: Assistive Technology, 18:2, 215-226, DOI: 10.1080/17483107.2020.1842917
https://doi.org/10.1080/17483107.2020.1842917