1 x 2-hour lecture weekly
1 x 50-minute tutorial weekly
1 x 8-hour independent study weekly
1 22.5 units in DSRS1xxx topics
2 Admission into BEDECSEBDS-B Education (Early Childhood & Special Ed), B Disability Studies
2a Admission into BEDMSSEBDS-B Education (Middle & Secondary/Special Ed), B Disability Studies
2b Admission into BEDPRSEBDS-B Education (Primary R-7 & Special Ed), B Disability Studies
3 13.5 units in DSRS1xxx topics
4 Admission into BHS-Bachelor of Health Sciences
5 18 units in DSRS1xxx topics
6 Admission into BEDECBSE-Bachelor of Education (Early Childhood), Bachelor of Special Education
6a Admission into BEDPRBSE-Bachelor of Education (Primary), Bachelor of Special Education
7 13.5 units in any DSRS1xxx or EDUC1xxx topics
8 EDUC1120 - Teaching and Educational Contexts
9 DSRS1215 - Introduction to Communication Diversity and Support Needs
Must Satisfy: ((1) or ((2 or 2a or 2b) and 3) or (4 and 5) or ((6 or 6a) and 7 and 8 and 9))
Enrolment not permitted
EDUC2336 has been successfully completed
Assumed knowledge
It is assumed that most students undertaking this topic will have some understanding of the types of communication difficulties faced by people with severe communication impairments/complex communication needs and that there will be some understanding of basic instructional procedures and techniques for reinforcing the behaviours of people with cognitive and/or behavioural difficulties.
Assignment; Tests; Tutorial Participation
Topic description

The topic introduces Augmentative and Alternative Communication (AAC), i.e., the use of communication boards, tablet technology with speech output, signs, gestures and other communication methods, within the International Classification of Functioning, Disability and Health (ICF) framework. The emphasis will be on the importance of communication for participation in everyday life and making communities more communication accessible.

Educational aims
The aim of this topic is for students to have broad and current knowledge of:

  • Issues and challenges for people who have very limited conventional means of communication (e.g. speech, written expression)

  • The principles and key concepts around the use of augmentative and alternative communication systems

  • Strategies to facilitate the development of communication skills in people with complex communication needs that assist them to communicate effectively in environments (e.g. home, school, work, the community) and the critical role of communication partners as facilitators.
Expected learning outcomes
On completion of this topic, students will be expected to be able to:

  1. Analyse and interpret key concepts in AAC

  2. Apply relevant participation models in AAC assessment and intervention

  3. Apply evidence-based practice in AAC, particularly the roles of communication partners and vocabulary management

  4. Develop a communication accessible plan for specific education and community environments.