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
An understanding of the types of communication difficulties faced by people with severe communication impairments/complex communication needs. An 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
This topic aims 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 communication skills in people with complex communication needs that assist them to communicate effectively in environments (e.g. home, school, work, the community)
  • The critical role of communication partners as facilitators
Expected learning outcomes
On completion of this topic you 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

Key dates and timetable

(1), (2)

Each class is numbered in brackets.
Where more than one class is offered, students normally attend only one.

Classes are held weekly unless otherwise indicated.


If you are enrolled for this topic, but all classes for one of the activities (eg tutorials) are full,
contact your College Office for assistance. Full classes frequently occur near the start of semester.

Students may still enrol in topics with full classes as more places will be made available as needed.

If this padlock appears next to an activity name (eg Lecture), then class registration is closed for this activity.

Class registration normally closes at the end of week 2 of each semester.

Classes in a stream are grouped so that the same students attend all classes in that stream.
Registration in the stream will result in registration in all classes.
  Unless otherwise advised, classes are not held during semester breaks or on public holidays.