ALTERNATIVE AUGMENTATIVE COMMUNICATION (AAC) IN WORKING WITH CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

Abstract

Introduction. The organization of an inclusive educational process involves the creation of all necessary conditions to ensure effective learning, upbringing and development of students. Innovations, modern tools, technologies and techniques that contribute to the implementation of tasks of various content play an important role. Awareness and assimilation of educational material, exchange of ideas, expansion of experience are impossible without active communication and interaction in the educational process, which indicates the importance of alternative additional communication. Thanks to its use, the communication opportunities of people with speech disorders, their interaction with other participants in the educational process, and integration into society are expanded.
Purpose. Our goal is to emphasize the special importance of alternative and augmentative communication tools in the teaching, upbringing, and development of children with special educational needs.
Methods. Empirical methods (comparison), empirical-theoretical (analysis, synthesis, modeling) and theoretical (generalizing, partial), special (grouping method) methods were used.
Results. Our research has shown that alternative and additional communication tools contribute to increasing cognitive and communicative activity, motivation for learning, involvement in joint activities; serve to identify gaps and difficulties in learning, communication, interaction, learning, and socialization of children with special educational needs. The advantages of alternative and additional communication tools in establishing communicative activity of people with speech disorders, their adaptation to learning, and at the same time integration into society have been proven.
Originality. The scientific novelty lies in highlighting the theoretical aspects relevant to the present day of implementing alternative augmentative communication tools in practice in working with children with special educational needs, establishing the basic principles and requirements for their use.
Conclusion. Our research allows us to assert that alternative augmentative communication is an indispensable means of communication in the inclusive educational process, which indicates the need for practicing teachers to familiarize themselves with it and its further use in working with students with special educational needs and, in particular, speech disorders.