AUGMENTATIVE AND ALTERNATIVE COMMUNICATION, ACCESSIBILITY, AND LEARNING: PERSPECTIVES FOR THE 21ST-CENTURY SCHOOL
DOI:
https://doi.org/10.63330/aurumpub.020-070Keywords:
Communication, Inclusion, AccessibilityAbstract
This study examines the central role of communication in the educational process and analyzes Augmentative and Alternative Communication, Assistive Technologies, and Universal Design for Learning as essential foundations for inclusive pedagogical practices in public schools. Conducted as a bibliographic investigation, the research reviews theoretical contributions and empirical evidence demonstrating that students’ effective participation depends on accessible communicational systems that support diverse forms of expression, organization, and interaction. The findings show that AAC plays a structural role in learning by enhancing autonomy, promoting engagement, and revealing competencies often overlooked in environments centered exclusively on oral and written language. The analysis also highlights persistent challenges to implementing inclusive communicational practices, particularly regarding teacher training, public policies, and cultural barriers that continue to restrict the recognition of linguistic and neurological diversity. The study concludes that ensuring communicational accessibility is an ethical and pedagogical requirement for truly democratic education, demanding systematic, intersectoral, and continuous action.
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