"The AAC 4 Inclusion project has represented a meaningful and impactful journey toward fostering inclusive education through the implementation of Augmentative and Alternative Communication (AAC). From the perspective of the school education sector, this experience has demonstrated how structured communication support can transform both teaching practices and student participation.

Bringing AAC into the Classroom

The local testing phase, carried out between September 2025 and February 2026, provided an opportunity to integrate AAC into real classroom environments. Rather than treating AAC as an additional or external intervention, teachers embedded it into their daily educational practices. This approach ensured authenticity and sustainability, allowing AAC to become a natural component of teaching and learning processes.

The students involved in the testing phase were primarily individuals with special educational needs experiencing communication and language difficulties. Many of them faced challenges in expressing their needs, understanding instructions, and actively participating in classroom activities. The introduction of AAC tools—particularly low-technology solutions such as pictograms, communication boards, and visual supports—played a crucial role in addressing these barriers.

AAC as a Tool for Inclusion

From a pedagogical perspective, AAC proved to be a powerful facilitator of inclusion. Teachers observed that visual supports enhanced comprehension, supported task execution, and enabled students to engage more actively in learning activities. Communication was no longer limited to verbal expression; instead, students were able to interact through multiple channels, increasing their confidence and willingness to participate.

One of the most significant outcomes of this experience was the positive impact on students’ emotional well-being. The ability to express needs and preferences reduced frustration and anxiety, creating a calmer and more supportive classroom environment. Students who previously struggled to communicate began to show greater autonomy and initiative, highlighting the transformative potential of AAC in fostering independence.

Teacher Development and Professional Growth

Equally important was the professional growth experienced by teachers. The project provided them with practical tools and strategies that could be directly applied in their daily work. While some educators expressed the need for further training to deepen their expertise, the overall feedback confirmed that AAC is both accessible and highly beneficial for inclusive education settings.

The results of the evaluation questionnaires reinforced these observations. Teachers reported improvements in communication quality, student engagement, and participation. Parents highlighted increased independence, better emotional regulation, and improved interaction at home. Students themselves expressed positive experiences, indicating that AAC-supported activities were enjoyable and engaging.

This multi-perspective feedback confirms that AAC is not only an educational tool but also a bridge connecting school, family, and social environments. Its impact extends beyond academic outcomes, contributing to the overall quality of life of individuals with communication difficulties.

In conclusion, the AAC4 Inclusion experience has demonstrated that inclusive education requires not only awareness but also practical, adaptable tools. AAC offers exactly this: a flexible and effective approach that can be tailored to diverse needs and contexts. The project has laid a strong foundation for future implementation and scalability, emphasizing the importance of continued training, collaboration, and innovation in the field. "

"The AAC 4 INCLUSION project is coming to an end, marking a significant milestone for the CEPISS cooperative. This European initiative, funded under programs such as Erasmus+, had the primary objective of raising organizational skills on Augmentative Alternative Communication (AAC), an essential approach in supporting people with disabilities, in particular oligophrenics with severe language expression difficulties. In CEPISS, this sector directly involves about 12 employees operating in 2 facilities dedicated to People with Disabilities, and indirectly over 20 workers including educators, therapists and administrators, who face these challenges on a daily basis.

The CEPISS cooperative has a long tradition in this area: since 2015, it has invested in specific training for staff dedicated to reading and interpreting the communication needs of disabled users. This commitment laid the foundations for the development, around 2021, of the first European project ideas. The intent was ambitious: not only to enhance internal skills, but also to create concrete opportunities to actively involve users in activities, promoting real and personalized inclusion.

Timeline and Key Results

Officially launched in November 2023, the project was divided into 2 and a half years of intense activities, culminating successfully. For CEPISS, the objectives were achieved on two main fronts:

Internal organizational improvement: CEPISS has elevated the skills of its employees through workshops, training materials and AAC guidelines. This has translated into a tangible increase in the quality of the design of individual interventions, with personalized plans now integrating AAC tools (such as visual, tabular and digital symbols) to foster users' expressive autonomy.

Satisfaction as an applicant: All partner organizations – including entities from Spain, Romania and Turkey – collaborated profitably, sharing best practices and resources. This European network strengthens CEPISS's position as an innovation hub in inclusion.

The most important activities for us

Among the richest moments for CEPISS, two key phases stand out:

Sharing in Romania (October 2025): At the partner organizations Moral Compass and Psiterra, 3 CEPISS operators participated in an intense exchange session with 9 educators from Spain, Romania and Turkey. This stage made it possible to compare practical methodologies, test AAC tools in multicultural contexts and identify scalable solutions, generating innovative ideas to be brought back to Italian structures.

The testing phase (concluded in March 2026): Our operators edited an e-Book in AAC format, directly involving users in the creation of content. This process not only validated the tools developed, but empowered users, allowing them to "tell" personal stories through symbols and visual aids, with positive feedback on their motivation and interaction.

Lasting Impact on CEPISS

In summary, AAC 4 INCLUSION was not just a temporary project, but a catalyst that deeply penetrated the CEPISS organization. It has enhanced internal capacities, created lasting European ties and, above all, improved the daily lives of disabled users, aligning with the principles of Universal Design for Learning (UDL) and Italian regulations such as Law 68/99. We look to the future with enthusiasm, ready to integrate these results into new initiatives for inclusion. " 

" Introduction

Augmentative and Alternative Communication, known as AAC, brings together systems, strategies, resources, and supports that facilitate understanding, expression, and interaction for people with complex communication needs. Its application promotes more accessible environments, clearer relationships, and support arrangements that are better tailored to each person.

On this basis, AAC 4 Inclusion was developed as an Erasmus+ vocational education and training cooperation project involving organisations from Italy, Spain, Romania, and Turkey. Its main objective is to strengthen the competences of professionals from different fields so that they can incorporate AAC into their daily practice and promote more understandable, participatory, and accessible settings for persons with disabilities.

For IMPULSA IGUALDAD, this experience is fully aligned with our trajectory in rights, accessibility, personal autonomy, and independent living. It also connects directly with our understanding of support services and with especially relevant services such as SIAP, the Comprehensive Personal Assistance Service, where communication structures routines, decisions, and support relationships.

Project Development

The project has been developed through a sequence aimed at transforming knowledge into useful practice.

In an initial stage, research was carried out on AAC methodologies, professional needs, existing resources, and possibilities for implementation in the participating countries. This work made it possible to build a transnational foundation for the whole consortium, from which the academic partners were able to establish a common framework.

From there, a practical Vademecum for professionals was developed. This resource brought together operational guidance to facilitate the incorporation of AAC into different working contexts. Later on, the project moved into a national training phase, during which professional teams became familiar with the methodological content and with the possibilities for applying AAC in their daily practice.

The next step consisted of transferring that learning into real-life contexts. In this way, the initiative connected analysis, design, training, and implementation. Each phase fed into the next and supported a logic of applied learning. This structure is especially suitable in socio-educational, support, healthcare, and school settings, since it allows methodological tools to become living resources within daily intervention.

Within this general framework, IMPULSA IGUALDAD participates in the Health & Care area, a particularly relevant position given that communication directly affects the understanding of routines, the expression of needs, the relationship between professionals and service users, and the everyday organisation of support.

Implementation in Spain

In Spain, implementation focused on putting the Vademecum’s guidance into practice through the Augmentative and Alternative Communication approach, with special attention to people with complex communication needs. In our case, this phase was developed within the Health & Care field.

The methodology was integrated into the usual tasks of professional teams and into the real contexts where support was already being provided. This decision placed accessible communication at the centre of daily intervention and facilitated an application adapted to each person’s characteristics, to the type of activity, and to the specific setting in which support was delivered. The practice could be organised individually, in pairs, or in groups, depending on identified needs and contextual opportunities.

This way of working fits very well with IMPULSA IGUALDAD’s approach. In our organisation, we understand that the quality of support requires attention to each person, sensitivity to each context, and the ability to adapt. AAC provides highly useful tools to organise communication, bring greater clarity to interaction, facilitate visual or symbolic supports, and improve the understanding of tasks, routines, and decisions. In a service such as SIAP, these contributions enrich the support relationship and strengthen the ability to provide support based on autonomy and personal choice.

Another relevant aspect of this phase has been the production of communication materials. Professionals used and created AAC resources throughout the experience, and part of these materials contributed to the development of the project’s e-books. This dynamic strengthened the practical dimension of the initiative, since daily activity generated useful tools for local work and, at the same time, contributed content to the partnership as a whole.

Conclusions

IMPULSA IGUALDAD’s experience in AAC 4 Inclusion shows how a European project can be effectively integrated into the real practice of an organisation committed to rights, accessibility, and personal autonomy. AAC appears here as a useful tool to strengthen the quality of support, enrich professional training, and improve services as relevant as SIAP.

Through research, training, practical implementation, and international exchange, we have incorporated a methodology with strong potential to continue advancing towards support that is more understandable, better adapted, and more participatory. This experience also strengthens our capacity to transfer learning, generate useful resources, and continue building environments in which accessible communication holds a central place in people’s daily lives. " 

"Within the Erasmus+ AAC4 Inclusion project, Work Package 4 (WP4) marked the transition from conceptual development to real-world application. For the Moral Compass Association, this phase represented an operational and cultural shift. WP4 was not simply about testing a methodology, but validating a vision: that communication is a fundamental right and that inclusive practices must be embedded in everyday professional interactions.

​The implementation process under WP4 was designed as a progressive, iterative cycle. It began with an in-depth preparation stage, where practitioners who had previously participated in training activities were supported in translating theoretical knowledge into actionable strategies. This included internal coordination meetings, adaptation of materials, and alignment with existing educational and therapeutic plans. Rather than imposing a rigid framework, the process encouraged practitioners to contextualize AAC according to the specific needs of their users and environments.

​The first operational phase focused on assessment and observation. Practitioners carefully analyzed each child’s communication profile, identifying not only limitations but also existing strengths and alternative communication behaviors, such as gestures, eye gaze, or partial verbalizations. This stage also involved close collaboration with families and educators, ensuring that AAC interventions were grounded in a comprehensive understanding of the child’s daily realities.

​Planning was carried out as a collaborative effort. Intervention goals were defined at both short- and long-term levels, ranging from basic needs expression to participation in group activities and emotional communication. AAC tools were selected and customized accordingly, including communication boards, pictograms, PECS cards, visual schedules, and communication books. Importantly, materials were adapted not only to cognitive levels but also to cultural and linguistic contexts - for instance, bilingual supports for migrant children. Practitioners also received ongoing guidance on how to model AAC use consistently, a critical factor for successful adoption.

​The core of WP4 was the implementation phase, where AAC strategies were integrated into daily activities. This integration was deliberately gradual, allowing both practitioners and users to become familiar with the tools without feeling overwhelmed. AAC was used across a wide range of contexts: structured therapy sessions, classroom learning, play activities, transitions between tasks, and moments requiring emotional expression. Practitioners actively modeled communication using symbols, encouraged users to initiate interactions, and created predictable, visually supported routines that enhanced understanding and participation.

​One of the defining features of this phase was its flexibility. Practitioners continuously adapted materials and strategies based on real-time observations. For example, when a child showed difficulty using a complex communication board, simpler visual supports were introduced. Conversely, when users demonstrated progress, more advanced symbols and communicative functions were added. This dynamic adjustment ensured that AAC remained a responsive and empowering tool rather than a static intervention.

​The evaluation component of WP4 was equally robust. Feedback was systematically collected from multiple stakeholders: practitioners, parents, and users themselves. Practitioners reported that AAC significantly improved the quality of interaction, making communication clearer and more efficient. They observed increased attention, participation, and motivation among users, as well as a reduction in disruptive behaviors linked to communication frustration. Many highlighted that AAC helped structure their sessions more effectively, creating a more predictable and supportive learning environment.

​Parents’ feedback provided further validation of the approach. Families reported noticeable improvements in their children’s ability to express needs and emotions, both within and beyond institutional settings. Children appeared calmer, more confident, and more willing to engage in daily activities. Importantly, the transfer of AAC strategies to the home environment strengthened consistency, reinforcing communication skills and emotional well-being. User feedback, collected through simplified visual questionnaires, was overwhelmingly positive. Most children expressed high levels of satisfaction with AAC-supported activities, indicating that these were not only accessible but also enjoyable. 

​At the organizational level, WP4 generated transformative outcomes. It enhanced professional competencies, equipping staff with practical skills and confidence in using AAC tools. It also reshaped internal practices, embedding accessibility and inclusion into daily workflows. AAC is now used routinely to structure activities, facilitate communication, and support emotional expression, and has become an integral part of our intervention model.However, the implementation process also revealed challenges. Some practitioners initially felt uncertain about applying AAC in dynamic or less structured situations, such as group transitions or spontaneous interactions. Additionally, time constraints and the need for continuous adaptation of materials required sustained commitment. These challenges highlighted the importance of ongoing training, peer support, and resource development to ensure long-term sustainability.

​Thus, WP4 demonstrated that the successful implementation of AAC depends on more than tools - it requires a systemic approach grounded in collaboration, adaptability, and continuous learning. The positive outcomes observed, such as improved communication, increased autonomy, enhanced emotional well-being, and stronger relationships, confirm the value of this approach. As we look ahead, our commitment is to consolidate these achievements, expand AAC practices, and continue advocating for inclusive environments where every individual has the means to communicate, participate, and thrive. " 

"1. Theoretical and Scientific Foundations

AAC is conceptualized as both an augmentative and alternative system of communication. It enhances existing communicative abilities while providing non-verbal pathways for individuals who are partially or totally excluded from oral language. Its theoretical grounding is strongly linked to the concept of communicative competence, defined as the ability to communicate effectively and appropriately within social contexts. This concept, rooted in socio-linguistic theory, positions communication not merely as linguistic output but as functional participation in social life.

The project adopts established frameworks such as the Participation Model, which emphasizes the removal of environmental and social barriers to communication, and functional communication approaches like the Pragmatic Organization Dynamic Display (PODD). These models shift the focus from impairment to participation, aligning AAC with contemporary disability paradigms, including the social and biopsychosocial models.

AAC systems combine multiple modalities—visual (symbols, pictograms), auditory, and tactile—facilitating neurocognitive processing and supporting language development through multimodal input. Scientifically, AAC interventions are associated with increased neuroplasticity, improved expressive and receptive communication, and reduced behavioral challenges linked to communicative frustration.

2. Methodological Approach and Intervention Design

A core scientific contribution of the AAC 4 Inclusion project is the development of a structured 4-step intervention model, grounded in empirical practice and aligned with international AAC standards. This model reflects three fundamental principles: Timeliness: Early introduction of AAC; Longitudinality: Recognition of AAC as a dynamic, lifelong process; Personalization: Individualized intervention planning based on cognitive, linguistic, and environmental factors. 

The methodology emphasizes user-centered design, incorporating assessment of communicative profiles, selection of appropriate AAC tools (low-tech and high-tech), and continuous monitoring and adaptation. Importantly, AAC is not treated as a standalone tool but as part of a holistic communicative ecosystem involving users, families, educators, therapists, and broader social environments.

3. Multidisciplinary and Multi-Sectoral Implementation

A defining feature of the AAC 4 Inclusion experience is its multi-sectoral application, tested across four primary domains: Healthcare, Socio-educational (adults and minors), School systems. This cross-contextual implementation demonstrates AAC’s adaptability and ecological validity, confirming its effectiveness beyond clinical environments and into real-life social systems.

4. Evidence from Practice and Case-Based Insights

The project incorporates practice-based evidence through case studies and pilot interventions conducted across partner countries. These highlight several scientifically relevant outcomes:Enhanced communicative autonomy, Improved social interaction, Reduction in behavioral difficulties, Increased inclusion. For example, symbol-based storytelling and AAC-adapted narratives improved language comprehension and narrative skills, while functional applications enhanced independence and executive functioning.

5. Role of Communication Partners and Systemic Impact

Scientifically, AAC is framed as a relational and co-constructed process, not limited to the individual user. The concept of communication partners—including family members, educators, caregivers, and peers—is central. The project emphasizes multi-actorial collaboration, aligning with ecological and systemic theories of development. This approach ensures consistency across environments (home, school, community), reinforcing learning and promoting generalization of communication skills.

6. Technological and Symbolic Systems

AAC 4 Inclusion explores both low-tech (e.g., communication boards, pictograms) and high-tech solutions (e.g., speech-generating devices, eye-tracking systems). Symbol systems (e.g., pictographic and ideographic representations) are analyzed in terms of transparency, learnability, and linguistic structure, reflecting principles from cognitive psychology and semiotics. The project highlights the importance of adapting symbol complexity to users’ cognitive and perceptual abilities.

7. Inclusion, Rights-Based Approach, and Social Impact

From a broader scientific and ethical perspective, AAC is framed as a fundamental human right, aligned with international standards on disability inclusion. Communication is recognized as a prerequisite for autonomy, self-determination, and social participation. The project contributes to inclusive practice by operationalizing key principles: Accessibility, Equity, Empowerment 

Conclusion

The AAC 4 Inclusion experience provides a robust, scientifically grounded model for implementing AAC across diverse contexts. Its strength lies in integrating theoretical frameworks with applied methodologies, supported by multidisciplinary collaboration and real-world validation. For organizations such as Psiterra Association, the project offers a transferable and evidence-based framework that demonstrates how AAC can move beyond assistive technology to become a central mechanism for inclusion, participation, and human rights realization.

For Psiterra Association, from a scientific and operational perspective, the project contributed to the upskilling of specialists (psychologists, therapists, educators) by introducing structured, evidence-based AAC methodologies, enhancing their capacity to assess and respond to Complex Communication Needs (CCN) with greater precision and effectiveness.

At the service level, Psiterra strengthened its ability to deliver individualized, person-centered interventions, integrating AAC tools into therapeutic and educational practices. Furthermore, the project reinforced Psiterra’s role within the local inclusion ecosystem by promoting awareness of communication accessibility and advocating for the recognition of AAC as a fundamental right. "