Module 6: Digital AAC Tools and Applications
WP2 AAC Curriculum – Standardised Training Module (Phoenix Knowledge Wings gGmbH)

Project: EduZone. Inclusive communication for all
Project Nr.: 2025-1-R001-KA220-SCH-000353640

EduZone M6: AAC Tools and Applications

Project Nr. 2025-1-R001-KA220-SCH-
000353640

Page 2 of 20

1. Document control
Project EduZone. Inclusive communication for all
Project number 2025-1-RO01-KA220-SCH-000353640
Work package WP2 – AAC Curriculum
Module 6 – Digital AAC Tools and Applications
Lead partner Phoenix Knowledge Wings gGmbH (Germany)
Target groups Teachers, school support staff, therapists; optional briefing for parents/caregivers for

home transfer

Format requirements Max 20 pages; Times New Roman 12; .doc/.docx; images/charts allowed
Estimated workload Approx. 12–16 training hours (adaptable) + practice tasks
Version / date v3.0 / 2026-02-26

2. Purpose and scope
This module equips education professionals to select, configure, and implement digital AAC
solutions in classroom and home–school contexts. It focuses on practical device readiness and
safe use, speech output and personalisation (TTS/voice/access/layout), building digital
communication content (core/fringe vocabulary, symbol sets, quick phrases, offline/online
strategy), and guided practice with ethical monitoring (observations and usage logs). Activities
are designed for the EduZone WP2 piloting context and are adaptable across AAC approaches
(symbols, text-based AAC, sign/gesture-supported communication, and multimodal systems).
2.1. Safeguarding and privacy baseline
Digital AAC tools may store vocabulary sets, usage patterns, and sometimes media. Apply data
minimisation, consent boundaries, and role-based access. Monitoring data is used solely for
instructional support and system improvement, never for punitive evaluation or surveillance.
3. Learning outcomes and assessment overview
Table 1. Module 6 learning outcomes (aligned to practical assessment)
Outcome
code

Participants will be able to... Evidence in training Evidence in pilot
practice

LO6.1 Apply safe-use and safeguarding rules for
digital AAC (privacy, consent, device
security, respectful representation).

Safe Digital AAC Ruleset
+ device readiness
checklist completed.

Classroom protocol +
parent briefing; offline
continuity drill
evidence.

LO6.2 Configure speech output and access
settings (TTS/voice, rate, volume, scanning,
switch access, keyguard, layout).

Personalisation Profile +
configuration demo.

Stable profile used
across two routines;
backup/export stored.

EduZone M6: AAC Tools and Applications

Project Nr. 2025-1-R001-KA220-SCH-
000353640

Page 3 of 20

Outcome
code

Participants will be able to... Evidence in training Evidence in pilot
practice

LO6.3 Build a functional vocabulary set and quick

phrases for priority routines using evidence-
based core + fringe balance.

Routine-to-Vocabulary
Map + Quick Phrase
Bank.

Routine scripts
implemented; update
note after observation.

LO6.4 Run guided practice using prompting and
fading; teach requesting and responding in
authentic activities.

Request/Answer micro-
lesson plan +

prompting/fading
schedule.

Observed trials with
documented progress
over 2–4 weeks.

LO6.5 Use monitoring data (observations and
usage logs) to improve AAC implementation
ethically.

Log interpretation
worksheet + action
plan.

Before/after
adjustment record
included in pilot
reporting.

4. Module structure

The module is delivered through five activity blocks. Blocks 1–4 correspond to the four sub-
modules in the EduZone WP2 curriculum outline. Block 5 consolidates outputs into a pilot-ready

Digital AAC Starter Kit, including home–school transfer materials. A dedicated case-studies
section follows Block 4 to meet WP2 requirements for best practice examples.
Table 2. Activity blocks and timing (suggested)
Block Sub-module focus Core outputs Suggested
duration
Mode

1 Digital essentials and safe use
rules

Safe Digital AAC Ruleset;
device setup checklist; offline
continuity plan

2.5–3 h Workshop + demo

2 Speech output and
personalisation

Personalisation Profile; access
and layout settings; confidence
phrases

2.5–3 h Hands-on lab

3 Building digital content Routine-to-Vocabulary Map;
Quick Phrase Bank; symbol set
plan; governance note

3–3.5 h Co-design studio

4 Guided practice & monitoring Request/Answer lesson plan;
observation; usage-log
interpretation; action plan

3–3.5 h Micro-teaching +
analysis

5 Pilot Starter Kit production Starter Kit package; home
transfer pack; reporting
snippet

1.5–2 h Team production

EduZone M6: AAC Tools and Applications

Project Nr. 2025-1-R001-KA220-SCH-
000353640

Page 4 of 20

5. Activity block 1. Digital essentials and safe use rules
Digital AAC is only effective when devices, accounts, and content are configured safely and
consistently. This block establishes a shared baseline for privacy, consent, representation, and
device readiness in school environments.
Table 3. Block 1 objectives and outputs
Learning objectives Participants define and apply a Safe Digital AAC Ruleset; configure basic device
security; set consent and access boundaries; prepare an offline continuity plan.

Recommended digital AAC
tools

Any tablet/phone AAC app, dedicated speech-generating device (if available), and at
least one low-tech backup (printed board).

Materials to prepare Device(s) with AAC app(s); Wi‐Fi plus offline test; settings access; consent templates;

pseudonymised sample profile; projector.

Outputs to archive (pilot-
ready)

Ruleset; readiness checklist; offline continuity plan; consent workflow note.
Facilitator notes Keep the process device-agnostic: focus on functions (access, vocabulary, output)
rather than one brand. Plan for power, offline access, and contingency.

Links (clickable) See links list below.
Table 4. Implementation plan (steps)
Step Trainer action Participant action Time Outputs / evidence
1 Frame safeguarding and privacy;
define consent workflow for
photos, audio, and logs.

Map risks and assign consent
roles.

25 min Risk list + consent
workflow note.

2 Demonstrate device readiness
checklist (updates, battery, lock
screen, restricted mode, app
permissions).

Run checklist; record fixes. 35 min Completed readiness

checklist.

3 Co-draft Safe Digital AAC
Ruleset (respect,
representation, data
minimisation).

Produce a 1-page ruleset for
classroom display and pilot
archive.

45 min Ruleset (1 page).

4 Run ‘no internet’ continuity drill
(offline vocabulary + printed
backup).

Execute one routine offline;
note missing vocab.

35 min Offline plan + backup
needs list.

5 Close with retention/access
micro-audit; set review date.

Complete compliance checklist
and assign owner.

20 min Signed checklist +
review date.

5.1. Evaluation
Pass criteria: Ruleset agreed; participants demonstrate readiness settings and an offline
continuity drill.
5.2.Conclusion
This block prevents privacy incidents and avoids failure during connectivity or power issues.

EduZone M6: AAC Tools and Applications

Project Nr. 2025-1-R001-KA220-SCH-
000353640

Page 5 of 20
5.3.Key sources and tool references (clickable)
ASHA AAC overview: https://www.asha.org/public/speech/disorders/aac/
EU GDPR overview: https://gdpr.eu/

UN CRPD: https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-
with-disabilities.html

ENISA: https://www.enisa.europa.eu/
5.4.Illustrative planning figure

Figure 1. Example readiness tracking chart used to plan support intensity (illustrative only).

6. Activity block 2. Speech output and personalisation (TTS, voice,
access, layout)
Speech output quality and access configuration strongly influence whether learners will use
AAC in real interactions. Personalisation is both technical and communicative (identity,
preferences, and social acceptability).
Table 5. Block 2 objectives and outputs
Learning objectives Participants configure TTS/voice and access method; optimise layout; create a
Personalisation Profile and demonstrate consistent output in two routines.

EduZone M6: AAC Tools and Applications

Project Nr. 2025-1-R001-KA220-SCH-
000353640

Page 6 of 20

Learning objectives Participants configure TTS/voice and access method; optimise layout; create a
Personalisation Profile and demonstrate consistent output in two routines.

Recommended digital AAC
tools

Any tablet/phone AAC app, dedicated speech-generating device (if available), and at
least one low-tech backup (printed board).

Materials to prepare AAC device/app with TTS; headphones; access tools (switch/keyguard/stylus); layout

printouts; repair phrase examples.

Outputs to archive (pilot-
ready)

Personalisation Profile; access test sheet; layout record; confidence set;
backup/export package.

Facilitator notes Keep the process device-agnostic: focus on functions (access, vocabulary, output)
rather than one brand. Plan for power, offline access, and contingency.

Links (clickable) See links list below.
Table 6. Implementation plan (steps)
Step Trainer action Participant action Time Outputs / evidence
1 Discuss voice selection and
identity; TTS vs recorded speech
vs hybrid.

Select voice and justify choices. 25 min Voice note in profile.

2 Demonstrate access methods
(direct, keyguard, scanning,
switch); highlight failure modes.

Test two access modes and
document errors.

45 min Access test sheet.

3 Guide layout optimisation (grid
size, spacing, colour cues,
navigation consistency).

Build layout prototype and run
usability check.

50 min Layout record +
usability notes.

4 Teach confidence set and repair
phrases; model aided language
input.

Build confidence page and
practice role-play.

35 min Confidence set created.

5 Secure configuration
(backup/export; update
permissions).

Export profile; store in shared
folder with naming.

20 min Backup file stored.

6.1. Evaluation
Pass criteria: Personalisation Profile produced; functional output demonstrated in two routines.
6.2.Conclusion
This block prevents AAC abandonment by ensuring usability, stability, and social acceptability.
6.3.Key sources and tool references (clickable)

AssistiveWare: modeling (includes video): https://www.assistiveware.com/learn-aac/start-
modeling

AssistiveWare: aided language stimulation: https://www.assistiveware.com/learn-aac/aided-
language-stimulation

PrAACtical AAC: https://praacticalaac.org/
Microsoft Inclusive Design: https://www.microsoft.com/design/inclusive/

EduZone M6: AAC Tools and Applications

Project Nr. 2025-1-R001-KA220-SCH-
000353640

Page 7 of 20
6.4.Colour-coded symbol set planning (print-friendly)
Table 7. Example colour-coding scheme for symbol sets (for planning and consistency)
Category Purpose Recommended colour

cue

Examples (text labels)

Core
vocabulary

High-frequency words usable across
contexts

Light blue (Core) I, you, want, more, stop,

help

Fringe
vocabulary

Context-specific words for routines and
topics

Light green (Fringe) juice, playground,
maths, paint

Social scripts Peer interaction and participation Light yellow (Social) hello, please, thank you,

my turn

Repair and
regulation

Fix misunderstandings; self-advocacy Light orange (Repair) again, not that, I
meant..., break

Academic
participation

School routines and subject language Light purple (Academic) answer, question, read,

write

6.5. Figure: sample colour-coded page layout (illustrative)

Figure 2. Example colour-coded AAC page (core, fringe, social, repair, academic) for planning and consistency
(illustrative).

7. Activity block 3. Building digital content (symbol sets, quick
phrases, offline/online)
Digital AAC content must be functional, routine-based, and maintainable. This block provides a
structured method to create vocabulary and quick phrases, align symbol sources, and ensure the
system works offline with clear update governance.

EduZone M6: AAC Tools and Applications

Project Nr. 2025-1-R001-KA220-SCH-
000353640

Page 8 of 20

Table 8. Block 3 objectives and outputs
Learning objectives Participants build a routine-based vocabulary set; create quick-phrase pages; select

symbol sources; define offline/online strategy and update rules.

Recommended digital AAC
tools

Any tablet/phone AAC app, dedicated speech-generating device (if available), and at
least one low-tech backup (printed board).

Materials to prepare Routine list (3–5 priority routines); symbol sources access; printing option;
device/app editor access; optional camera for photo-based symbols (with consent).

Outputs to archive (pilot-
ready)

Routine-to-Vocabulary Map; core/fringe plan; Quick Phrase Bank; symbol licensing
record; governance note.

Facilitator notes Keep the process device-agnostic: focus on functions (access, vocabulary, output)
rather than one brand. Plan for power, offline access, and contingency.

Links (clickable) See links list below.
Table 9. Implementation plan (steps)
Step Trainer action Participant action Time Outputs / evidence
1 Routine-first design: map
priority routines and functions
(request, refuse, comment, ask,
answer, repair).

Select 3–5 routines and map
functions.

35 min Routine-to-Functions
map.

2 Core vs fringe and avoiding
noun-only boards.

Draft core+fringe plan and
offline requirements.

35 min Core/fringe plan.

3 Quick-phrase design for
routines and peer interaction.

Build Quick Phrase Bank for two
routines.

55 min Quick Phrase Bank
exported/printed.

4 Symbol set selection criteria and
licensing/attribution.

Choose symbol sources and
record licensing plan.

30 min Symbol source record.

5 Offline/online strategy:
backups, versioning, editing
permissions; test offline.

Create governance note and
test offline routine.

35 min Governance note +
offline test.

7.1. Evaluation
Pass criteria: Routine-to-Vocabulary Map, Quick Phrase Bank, symbol-source and governance
plan delivered; offline access tested.
7.2.Conclusion
This block makes the AAC system teachable and sustainable during the pilot.
7.3.Key sources and tool references (clickable)
ARASAAC: https://arasaac.org/
Open Symbols: https://www.opensymbols.org/
Mulberry Symbols: https://mulberrysymbols.org/

ARASAAC Picto Selector tutorial: https://aulaabierta.arasaac.org/en/picto-selector-5-my-first-
board-with-picto-selector

EduZone M6: AAC Tools and Applications

Project Nr. 2025-1-R001-KA220-SCH-
000353640

Page 9 of 20

7.4.Illustrative planning figure

Figure 3. Routine coverage chart used to balance preparation across contexts (illustrative only).

8. Activity block 4. Guided practice and monitoring
(request/answer tasks, usage logs)

Training must translate into observable communicative behaviour. This block provides micro-
teaching scripts and a monitoring protocol combining observations and usage logs, supporting

data-informed adjustments.
Table 10. Block 4 objectives and outputs
Learning objectives Participants deliver a structured request/answer sequence with prompting and
fading; record observations; interpret usage logs; create an improvement action
plan.
Recommended digital AAC
tools

Any tablet/phone AAC app, dedicated speech-generating device (if available), and at
least one low-tech backup (printed board).

Materials to prepare Lesson-plan template; timer; pseudonymised log screenshots; observation sheet;

access to app/device logs; consent policy if any recordings are used.

Outputs to archive (pilot-
ready)

Micro-lesson plan; prompting/fading plan; observation sheet; log interpretation
worksheet; action plan.

EduZone M6: AAC Tools and Applications

Project Nr. 2025-1-R001-KA220-SCH-
000353640

Page 10 of 20

Learning objectives Participants deliver a structured request/answer sequence with prompting and
fading; record observations; interpret usage logs; create an improvement action
plan.

Facilitator notes Keep the process device-agnostic: focus on functions (access, vocabulary, output)
rather than one brand. Plan for power, offline access, and contingency.

Links (clickable) See links list below.
Table 11. Implementation plan (steps)
Step Trainer action Participant action Time Outputs / evidence

1 Model request/answer micro-
lesson using aided language

input.

Teach in pairs; rotate roles. 60 min Micro-teaching
checklist.

2 Prompt hierarchy and fading
schedule.

Complete prompting/fading
plan for one routine.

35 min Prompting/fading plan.

3 Observation protocol and
simple metrics.

Run observation and compute
metrics.

35 min Observation sheet.

4 Usage logs: limits and ethical
boundaries; interpret sample
log.

Complete log interpretation
worksheet and propose change.

35 min Worksheet + proposed
change.

5 Data-to-action cycle with review
date.

Create 1-page action plan. 25 min Action plan archived.

8.1. Evaluation
Pass criteria: participants can run a request/answer micro-lesson and produce monitoring pack
within privacy boundaries.
8.2.Conclusion
This block operationalises continuous improvement while protecting learner dignity.
8.3.Key sources and tool references (clickable)

PrAACtical AAC video resources: https://praacticalaac.org/praactical/praactical-resources-video-
examples-of-aided-language-input/

ASHA practice portal: https://www.asha.org/practice-portal/professional-issues/augmentative-and-
alternative-communication/

WCAG: https://www.w3.org/WAI/standards-guidelines/wcag/
Tobii Dynavox resources library: https://us.tobiidynavox.com/blogs/product-discovery?page=13

9. Best practice case studies (WP2 requirement)
The case studies below illustrate how digital AAC tools can be configured and taught in realistic
school routines. Each case includes setup choices, example materials, and monitoring signals to
support adjustments during the EduZone WP2 pilot.

EduZone M6: AAC Tools and Applications

Project Nr. 2025-1-R001-KA220-SCH-
000353640

Page 11 of 20

9.1.Case study 1. Switch scanning for consistent requesting during snack routine
Table 12. Case study 1 implementation summary
Context Primary school learner with limited fine motor control; uses scanning access; high

motivation for snack items.

Primary challenge Frequent mis-hits and fatigue; learner avoids AAC when access is slow or

inconsistent.

Digital AAC configuration Enable row/column scanning; reduce grid to 3×4; stabilise core word positions; set
scan speed; add quick phrases for ‘I want...’, ‘more’, ‘stop’, ‘help’. Backup: printed
board mirroring the layout.

Teaching moves (in-class) Aided language input during snack; prompting hierarchy and systematic fading;

reinforce attempts and teach repair phrases (‘not that’, ‘again’).

Example materials (what
to build)

Snack Routine-to-Vocabulary Map; Snack Quick Phrase Bank; Personalisation Profile
(scan settings); confidence phrases page.

Home transfer option Short parent briefing note + a 7-day routine prompt aligned with the same

vocabulary and safe-use rules.

Monitoring (observations
+ logs)

Observation: opportunities, initiations, prompt levels. Logs: activations, most used
phrases, time patterns. Use data to adjust scan speed and vocabulary placement;
never to score the learner.

Expected outcomes (2–4
weeks)

Increased initiations; reduced prompt dependency; stable use of repair phrases;
fewer abandonment episodes.

Adaptation notes Keep the system multimodal: allow gestures/signs and low-tech backup. Maintain

consistent navigation; avoid frequent layout changes.

9.1.1. Relevant video/tutorial links (clickable)

PrAACtical AAC: putting aided language into practice: https://praacticalaac.org/video/video-
of-the-week-putting-aided-language-into-practice/

AssistiveWare: aided language stimulation: https://www.assistiveware.com/learn-aac/aided-
language-stimulation

Aided Language Stimulation during a game (YouTube):

9.2.Case study 2. Peer interaction scripts during group work (noise + social
pressure)
Table 13. Case study 2 implementation summary
Context Learner participates in small-group tasks; classroom noise complicates speech

output; peer interaction is limited.

Primary challenge Learner avoids output; peers do not wait; breakdowns cause frustration.
Digital AAC configuration Configure volume and quick mute/unmute; create ‘group work scripts’ page (my
turn, I agree, I don’t know, wait, repeat); add repair phrases; ensure consistent
navigation with colour cues.

EduZone M6: AAC Tools and Applications

Project Nr. 2025-1-R001-KA220-SCH-
000353640

Page 12 of 20

Context Learner participates in small-group tasks; classroom noise complicates speech

output; peer interaction is limited.

Teaching moves (in-class) Teach turn-taking with explicit wait time; model scripts during real group activities;
micro-goals (one scripted interaction per session) and expansion to spontaneous
phrases; peer coaching on partner behaviours.

Example materials (what
to build)

Group-work Quick Phrase Bank; peer script page; classroom partner behaviours
poster.

Home transfer option Short parent briefing note + a 7-day routine prompt aligned with the same

vocabulary and safe-use rules.

Monitoring (observations
+ logs)

Observation: peer turns, response latency, repairs. Logs: social scripts frequency vs
noun-only use; identify low-use contexts and adjust environment.

Expected outcomes (2–4
weeks)

More peer turns; increased self-advocacy; improved participation and reduced
frustration.

Adaptation notes Keep the system multimodal: allow gestures/signs and low-tech backup. Maintain

consistent navigation; avoid frequent layout changes.

9.2.1. Relevant video/tutorial links (clickable)
Supporting AAC users in a classroom (YouTube):

Tobii Dynavox resources library: https://us.tobiidynavox.com/blogs/product-discovery?page=13

9.3.Case study 3. Bilingual home–school transfer with consistent digital vocabulary
Table 14. Case study 3 implementation summary
Context Learner uses Romanian at school and another home language; caregivers need

guidance without complex editing.

Primary challenge Vocabulary mismatch; inconsistent pages; confusion and reduced use.
Digital AAC configuration Create parallel bilingual pages for the same routines; lock layout and navigation; add
language toggle if supported; export and share the profile via shared drive; printed
backup board labeled in both languages.

Teaching moves (in-class) Model core vocabulary consistently; teach caregivers a do/don’t set; short video

modeling examples to show aided input without over-prompting.

Example materials (what
to build)

Bilingual Routine-to-Vocabulary Map; bilingual Quick Phrase Bank; parent briefing;
backup/export with versioning.

Home transfer option Short parent briefing note + a 7-day routine prompt aligned with the same

vocabulary and safe-use rules.

Monitoring (observations
+ logs)

Observation: use across both settings; caregiver fidelity. Logs: language page use (if
available), frequent phrases, time patterns. Use data to simplify and reduce
duplication.

Expected outcomes (2–4
weeks)

Increased home practice; reduced navigation errors; stable vocabulary growth across
contexts.

Adaptation notes Keep the system multimodal: allow gestures/signs and low-tech backup. Maintain

consistent navigation; avoid frequent layout changes.

EduZone M6: AAC Tools and Applications

Project Nr. 2025-1-R001-KA220-SCH-
000353640

Page 13 of 20
9.3.1. Relevant video/tutorial links (clickable)
AssistiveWare: Modeling: https://www.assistiveware.com/learn-aac/start-modeling
GDPR overview: https://gdpr.eu/

9.4.Case study 4. Visual access needs: high contrast and reduced clutter
Table 15. Case study 4 implementation summary
Context Learner shows visual processing needs and becomes overloaded by dense grids and

low contrast.

Primary challenge Targets are hard to locate; frequent errors lead to avoidance.
Digital AAC configuration Increase contrast; reduce grid; increase spacing; consistent symbol style; avoid busy
backgrounds; limited colour cues; focus-mode core page; photo symbols only when
clear and consented.

Teaching moves (in-class) Model slowly with reduced verbal load; pre-teach two core words per routine;
errorless learning early and fade prompts; multimodal cues (gesture + AAC).

Example materials (what
to build)

Personalisation Profile for visual settings; simplified core page; routine-based quick
phrases with minimal clutter.

Home transfer option Short parent briefing note + a 7-day routine prompt aligned with the same

vocabulary and safe-use rules.

Monitoring (observations
+ logs)

Observation: accuracy, fatigue, prompt levels. Logs: repeated mis-selections (if
recorded) and time on page; use to decide further simplification.

Expected outcomes (2–4
weeks)

Higher accuracy; reduced fatigue; increased initiations and consistency across
routines.

Adaptation notes Keep the system multimodal: allow gestures/signs and low-tech backup. Maintain

consistent navigation; avoid frequent layout changes.

9.4.1. Relevant video/tutorial links (clickable)
AAC accommodations (YouTube):

Inclusive design: https://www.microsoft.com/design/inclusive/

10. Activity block 5. Digital AAC Starter Kit for piloting
This consolidation block packages the outputs from Blocks 1–4 into a pilot-ready Starter Kit
stored in the shared drive. It supports consistent implementation across partner schools and
standardised reporting.
Table 16. Starter Kit contents and file naming
Item What it contains Filename convention Owner / update rule
Safe Digital
AAC Ruleset

Classroom version + parent briefing version M6_Kit_Ruleset_[Schoo
l]_[Date].docx

School lead; review
every 6 weeks

EduZone M6: AAC Tools and Applications

Project Nr. 2025-1-R001-KA220-SCH-
000353640

Page 14 of 20

Item What it contains Filename convention Owner / update rule
Device
readiness
checklist

Device settings, access, backup plan M6_Kit_DeviceChecklist
_[Device]_[Date].docx

Tech focal point; update
per OS/app change

Personalisati
on Profile

Voice/TTS, access, layout, identity and
repair phrases

M6_Kit_Profile_[Learne
rCode]_[Date].docx

Teacher/therapist;
changes logged

Routine-to-
Vocabulary

Map

Routines, functions, core/fringe list M6_Kit_RoutineVocab_
[LearnerCode]_[Date].d
ocx

Team; update after
observation

Quick Phrase
Bank

Quick phrases for routines; peer scripts;
repairs

M6_Kit_QuickPhrases_[
LearnerCode]_[Date].pd
f

Team; change control
applied

Monitoring
pack

Observation, log interpretation, action plan M6_Kit_Monitoring_[Le
arnerCode]_[Date].docx

Teacher + coordinator;
privacy-bound

Pilot
reporting
snippet

Narrative + metrics for WP2 pilot report M6_Kit_PilotReportSnip
pet_[School]_[Date].do
cx

Coordinator;
standardised format

10.1. Home transfer pack (parents/caregivers)
Provide a short briefing on access method, vocabulary focus for the next two weeks, and
effective partner behaviours at home. Include a do-and-don’t page aligned with the Safe Digital
AAC Ruleset and a 7-day routine prompt.

11. Comparative overview: Digital AAC tools and applications
(examples)
The table below is a practical reference for WP2 pilots: it compares widely used digital AAC tools and
applications across platforms, with a one-line description and an official link for quick verification.
Selection should follow the learner profile, access method, vocabulary plan, and the school’s privacy and
safeguarding rules.
Table 21. Digital AAC tools and application examples (illustrative; official links).
Tool /
application

Platforms Short description
(school view)
Link

Proloquo2Go
(AssistiveWare)
iPadOS,
iOS

Symbol AAC;
flexible
vocabularies;
supports
modelling and
growth over
time.

https://www.assistiveware.com/products/proloquo2go

EduZone M6: AAC Tools and Applications

Project Nr. 2025-1-R001-KA220-SCH-
000353640

Page 15 of 20

Tool /
application

Platforms Short description
(school view)
Link

TD Snap (Tobii
Dynavox)

iOS,
Windows,
Android

AAC suite with
multiple page
sets (incl. Core
First); works with
touch, switches
and eye gaze.

https://www.tobiidynavox.com/pages/td-snap

TouchChat
(PRC-Saltillo)

iPadOS,
iOS

Customisable
symbol AAC with
WordPower
vocabularies;
common in
school
deployments.

https://touchchatapp.com/

LAMP Words
for Life

iPadOS,
iOS

Motor-planning
AAC approach;
consistent icon
locations; strong
for routine-based
learning.

https://lampwflapp.com/

Grid 3
(Smartbox)

Windows AAC + alternative
access; strong for
scanning and
complex access
setups; large
resource library.

https://thinksmartbox.com/try-grid/

CoughDrop Web, iOS,
Android

Device-
independent

boards with
team
collaboration and
remote updating;
offline + cloud
options.

https://www.mycoughdrop.com/

LetMeTalk Android,
iOS

Free AAC talker
using pictograms
(incl. ARASAAC);

useful for low-
barrier starter

pilots.

https://apps.apple.com/us/app/letmetalk/id919990138

12. AI in Digital AAC tools and applications (2026 and near future)
In 2026, AI-related features increasingly appear in digital AAC ecosystems (e.g., smarter prediction,
symbol search support, and multilingual assistance). These features can reduce effort and support

EduZone M6: AAC Tools and Applications

Project Nr. 2025-1-R001-KA220-SCH-
000353640

Page 16 of 20

vocabulary discovery, but in schools they require explicit governance: transparency, consent/assent,
data minimisation, and human oversight (the learner remains the decision-maker for what is said).
For pilots, use an ‘assistive, not autonomous’ principle: AI may suggest, but never speaks or shares
content automatically. Disable any feature that uploads identifiable learner content to the cloud unless
there is a documented lawful basis and a clear opt-out.
Table 22. AI capabilities likely to influence digital AAC: benefits, risks and school safeguards.
AI capability Potential benefit Key risk Safeguard in schools
Smarter word/phrase
prediction

Faster message building;
reduced fatigue.

Inappropriate or biased
suggestions.

Confirm-before-speak;
curated vocab; teacher
review for early users.

Dictation / speech-to-text Supports literate AAC
users for drafting.

Captures bystanders;
accidental recording.

Use quiet zones; prefer
on-device modes; disable
always-on listening.

Symbol search assistance Speeds board building
and co-design.

Wrong symbols or labels;
cultural mismatch.

Human review step;
agreed symbol set;
maintain preferred labels
list.

Translation support Home–school transfer;
bilingual families.

Errors; privacy if cloud-
based.

Use as draft only; confirm
meaning; avoid uploading
identifiers.

Voice personalisation Improves ownership and

identity.

High harm if voice data is
leaked or reused.

Explicit consent; restrict
export; store locally;
rotate device credentials.
Key reference for school governance of AI: EU AI Act (Regulation (EU) 2024/1689); EDPB GDPR guidance
hub
13. Appendix A. Templates
Templates support WP2 piloting and consistent reporting across schools and partners.
13.1. Safe Digital AAC Ruleset (template)
Table 17. Safe Digital AAC Ruleset (template)
Scope Applies to all digital AAC devices and apps used during learning activities.
Consent boundaries No photos/audio/video without documented consent. Logs are for support planning,

not surveillance.

Data minimisation Use learner codes; avoid full names in apps; restrict sharing to the project team.
Respectful representation Avoid exposing sensitive info; use culturally appropriate symbols.
Device security PIN/biometric; review app permissions; backups stored in shared drive folder.
Offline continuity Printed backup board available; offline vocabulary tested weekly.
Incident handling Reporting line, documentation, corrective actions.

EduZone M6: AAC Tools and Applications

Project Nr. 2025-1-R001-KA220-SCH-
000353640

Page 17 of 20

Scope Applies to all digital AAC devices and apps used during learning activities.
Review date Set review date and owner.

13.2. Personalisation Profile (template)
Table 18. Personalisation Profile (template)
Learner code Use pseudonym/code.
Primary access method Direct touch / keyguard / scanning / switch scanning / other.
Backup access method Alternative for fatigue or device failure.
Voice / TTS settings Voice name, language, rate, pitch, volume.
Layout settings Grid size, spacing, colour cues, navigation rules.
Confidence phrases Greeting, refusal, preferences, help requests.
Repair phrases Again, not that, I meant..., slower, break.
Update permission Who edits content; how changes are recorded.

13.3. Quick Phrase Bank (template)
Table 19. Quick Phrase Bank (template)
Routine e.g., group work
Start phrases Let’s start, my turn, I need help
During phrases I agree, I don’t know, wait, repeat
Repair phrases Not that, again, I meant...
End phrases Finished, stop, break
Offline required Yes/No with rationale

13.4. Usage log interpretation (template)
Table 20. Usage log interpretation (template)
What logs show Frequency of activations, time on pages, most used phrases (varies by app).
What logs do NOT show Intent, understanding, partner support quality, reasons for non-use.
Ethical boundaries Use for support planning only; minimise data; follow consent rules.
Interpretation questions Which routines show low use? Are repairs increasing? Is access too slow?
Action choices Adjust access, simplify layout, add quick phrases, increase modeling, change

environment.

Review date One week after change (minimum).

EduZone M6: AAC Tools and Applications

Project Nr. 2025-1-R001-KA220-SCH-
000353640

Page 18 of 20

14. Appendix B. ARASAAC pictogram boards (English)
The figure below contains two sample boards built with original ARASAAC pictograms (unaltered
images). Labels are plain text and do not modify the pictograms. Use this in Block 3 to illustrate symbol
set selection, quick-phrase design, and print backup boards.

EduZone M6: AAC Tools and Applications

Project Nr. 2025-1-R001-KA220-SCH-
000353640

Page 19 of 20

Attribution (ARASAAC): The pictographic symbols are the property of the Government of Aragón and have been
created by Sergio Palao for ARASAAC. License: Creative Commons BY‐NC‐SA. Source portal: https://arasaac.org.
Terms of use: https://beta.arasaac.org/terms-of-use.

15. References
15.1. Bibliography (web sources; clickable)
ASHA. Augmentative and Alternative Communication (AAC). Accessed 2026-02-26.
https://www.asha.org/public/speech/disorders/aac/
ASHA Practice Portal. Augmentative and Alternative Communication (AAC). Accessed 2026-

02-26. https://www.asha.org/practice-portal/professional-issues/augmentative-and-alternative-
communication/

AAC Institute. Evidence and implementation resources. Accessed 2026-02-26.
https://aacinstitute.org/
PrAACtical AAC. Implementation strategies and resources. Accessed 2026-02-26.
https://praacticalaac.org/
AssistiveWare. Learn AAC. Accessed 2026-02-26. https://www.assistiveware.com/learn-aac/
ARASAAC. Pictograms and AAC resources. Accessed 2026-02-26. https://arasaac.org/
W3C. Web Content Accessibility Guidelines (WCAG). Accessed 2026-02-26.
https://www.w3.org/WAI/standards-guidelines/wcag/
GDPR.eu. General Data Protection Regulation overview. Accessed 2026-02-26. https://gdpr.eu/
UN. Convention on the Rights of Persons with Disabilities (CRPD). Accessed 2026-02-26.

https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-
disabilities.html

ENISA. Cybersecurity guidance. Accessed 2026-02-26. https://www.enisa.europa.eu/
15.2. Videography (selected direct links; clickable)

AssistiveWare: Modeling: Use AAC to teach AAC. https://www.assistiveware.com/learn-
aac/start-modeling

AssistiveWare: Aided Language Stimulation (overview). https://www.assistiveware.com/learn-
aac/aided-language-stimulation

YouTube: Aided Language Stimulation During a Game Using High-Tech AAC.

Tobii Dynavox: WANT – AAC + Book Reading! (Snap Core First).

Tobii Dynavox: Unlocking Communication: Simplifying AAC with TD Snap Express.

YouTube: Supporting AAC Users in a Special Ed Classroom.

EduZone M6: AAC Tools and Applications

Project Nr. 2025-1-R001-KA220-SCH-
000353640

Page 20 of 20
Tobii Dynavox: Exploring AAC for Autism: Ethan’s Journey.

YouTube: ARASAAC portal tutorial (board building).