Augmentative and Alternative Communication (AAC) supports communication for children who have difficulty with speech.

WGAC 2.2

Alternative access provides methods and strategies to enable people with disabilities to access technology 

WGAC 2.2

AAC systems should be based on the knowledge, skills, and interests of the individual child, and support participation in a wide variety of activities.

WGAC2.2

Five key principles (Dunst & Espe-Sherwindt, 2016) for  providing family-centered services with AAC users.

The use of family-centered skills, including active listening, result in positive relationships with family members and improved outcomes.

This course provides information on funding for AAC systems and services for school age children in the United States. 

Literacy is key to education and participation for all individuals. This module focuses on teaching letter-sound correspondences

WGAC 2.2

The  ability to read and write has a powerful impact on everyone's educational and vocational opportunities, and our ability to communicate with others. 

WGAC 2.2

This module provides state specific information re assessment, intervention, and funding for AAC.

This area contains webcasts with optional quizzes

WGAC 2.2

Effective patient-provider communication is critical for successful outcomes.

This module is designed for families and professionals who are making a referral to the AAC Partnership Program at Communication Aids and Systems Clinic at the Waisman Center in Madison, Wisconsin.

This is an an area for course instructors  to view resources related to AAC Learning Center courses, and to participate in a forum on AAC instructional activities. If you are an instructor, please complete this survey (you will be taken to a Google Doc)  to request access to these materials.

In this module, you will learn how the BRIDGE strategy (adapted from Amatea, 2013) can be used to support family-responsive practice in AAC for children and families.