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Module VI Digital AAC Tools and Applications

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Module VI Digital AAC Tools and Applications

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  • Digital AAC Tools and Applications

    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

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    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

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    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

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    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

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    000353640

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    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-
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    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

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    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

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    000353640

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    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.

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    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

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    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

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    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

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    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

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    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

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    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.

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    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).

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    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.

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    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.

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


    YouTube: ARASAAC portal tutorial (board building).

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.

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