Alphabet Charts & Books

ABC spelling charts

Alphabet communication book templates

Alphabets you can eye point to

Alphabets you can point to

Charts for Listener Mediated Scanning

Charts with the alphabet + some words and phrases to point to

Coded alphabet charts

Encoded alphabet charts

Frequency layout spelling charts

High contrast charts

Letter codes

QWERTY alphabet charts

Getting Started

Learning

Communication

Made by Ace

Digital Publications

E-Books

Software

Seasonal resources

Shop

Symbol Charts

Altered colours

Altered spacing to support direct access

Coded access

Combination access

Core vocabulary symbol charts

Encoding

Symbol charts for active play

Symbol charts for creative play

Symbol charts for daily routines

Symbol charts for imaginative play

Symbol charts for playing games

Symbol charts for playing with toys

Symbol charts for reading, looking at photos & telling stories

Symbol charts for watching television

Check out <a href="https://youtu.be/fCgGy8dFIFE">this video</a> to learn about the eBook features
There is a lot of emphasis on communication partner skills in this resource. That is because communication does not happen in isolation – it is a social act involving two or more people. The person who is communicating with someone who cannot rely on speech needs to develop a range of skills that will enable them to support that person to fulfil their potential.
Please note that this resource is not suggesting that paper-based AAC is ‘best’, or that using paper-based communication resources is a prerequisite to using an electronic communication aid. It is simply about valuing the role of paper-based communication systems, and sharing lots of ideas and strategies to help develop and support them. You may well find that many of the ideas and strategies are useful when it comes to other forms of communication too

Getting Started with Paper-Based Symbol Resources

The aim of this resource is to introduce you to paper-based AAC involving symbols to enable you to support those who can’t rely on speech to communicate. Communication enables us to express ourselves, learn, have fun and be active members of society. Supporting communication with symbols can unlock so many opportunities for those unable to rely upon speech to communicate.

Creating Stories

30 - Widgit

30 - SS

30 - PCS

Peppa

15 - Widgit

15 - SS

15 - PCS

Check out <a href="https://youtu.be/fCgGy8dFIFE">this video</a> to learn about the eBook features
For a more general all round introduction to low tech symbol based AAC, you could see another resource in this AAC Information Series, Getting Started with AAC: Using low tech symbol based systems with children.

Access to paper-based symbol resources when pointing is difficult

The aim of this resource is explore access to low tech symbol based AAC when accessing standard resources is difficult physically or visually. It is aimed at people who are familiar with low tech AAC, but want to find out more about how to adjust and adapt the resources to meet individual needs.

Chat about TV

Sing Wheels on the Bus

8 - Widgit

8 - SS

8 - PCS

Sing Old MacDonald

Mr Potato Head

Dolly

Bubbles

20 - Widgit

20 - SS

20 - PCS

Blocks

24 - Widgit

24 - SS

24 - PCS

Balloons

Turn Taking

4 - Widgit

4 - SS

4 - PCS

Tea Party

12 - Widgit

12 - SS

12 - PCS

Medical Kit

Dressing up as a Princess

Snakes and Ladders

40 - Widgit

40 - SS

40 - PCS

Train Play

Core

Core words are a set of words that we use across huge numbers of different situations. These are words like ‘help’, ‘look’, ‘more’, ‘stop’, etc.  Core words are the sort of words that young children start using very early on, and therefore are the sort of words that we want to get started with straight away.
A great way to get started with low tech AAC is to simply print off a communication chart of core vocabulary and use it whilst chatting in whatever situation you find yourself.
You can incorporate the words into so many activities – e.g. for talking about watching “more” television or observing that someone is bored and wants to “stop”.  As the charts get more extensive, you will have access to words that enable you to describe what’s going on or how the child might be feeling, offer help, ask a question, and so on.

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