1. Funded by:
The AAC Self-Assessment Tool-Kit
A project based in Cumbria
Click here
Produced by for CandLE
Communication and Learning Enterprises (CandLE) Website.
In collaboration with:
Helen Dixon Cumbria PCT
James Rennie School Carlisle
Mayfield School Whitehaven
George Hastwell School Barrow-In-Furness
Sandside Lodge School Ulverston
Sandgate School Kendal
Also thanks to Ulverston Victoria High School
Enter here
Symbols:
Click above for Widgit Website.

2. How to use the AAC Self-Assessment Tool-Kit
The pages in this tool-kit operate a little like a high tech
communication aid with dynamic screen. Dynamic screen means that
the page automatically changes when you select one of the coloured
squares which will usually have a symbol or photograph in them. You
will usually be directed to choose a square that is active. The choices
will either go to another page in the tool-kit, a document or to a
website. This tool-kit works much better if you are on line when you
use it. This is a prototype which will be improved, funding permitting,
over the coming months. For example, we hope to create a format
that will allow you to go back to the previous selection rather than the
home page and we hope to develop a training course in the use of the
tools that enable you to assess your school’s use of AAC.
Choose the home
page square to begin.

3. Check-list
AAC explained Check-list classes
individuals
AAC assessments Access to AAC Using AAC to
progress learning
Using AAC to AAC resources Useful contacts
progress
communication

4. Augmentative and Alternative Communication (AAC)
AAC is about communication and learning support for people who„s
speech is hard to understand, those who have little speech and for
people who do not use speech at all. Many will also have difficulty with
movement and some will have difficulty understanding what is said to
them.
Choose the pictures below for more information.
Life stories

5. Who needs AAC?
Augmentative means as well as speech
Alternative means instead of speech.
There are many people who have some speech who can still benefit from
AAC. Using AAC may help them to say more than they can with speech
alone. People who have no speech all need some form of AAC to support
them to communicate.
AAC can be used to support receptive as well as expressive
communication.
Expressive Communication is giving information to
others. Receptive communication is receiving and
understanding what others are telling us. Choose
the pictures below for more information.

6. Different kinds of AAC
AAC can mean many things
No tech from movement and gesture Access to AAC
through to pointing to options
on boards or in books to
pointing to voice output
machines. Choose a picture to
find out more about AAC
devices and vocabularies and
how to access AAC.
Basic high tech
Choose the picture below to find out Total Communication
about over 100 communication aids,
software and vocabularies.
http://www.speechbubble.org.uk/

7. Total Communication
Total Communication is the idea that a person who uses AAC will need
to have a range of communication approaches and resources at their
disposal. For example, a person might sign for some of the time, use a
low tech communication book at other times, have a high tech device
with voice output and perhaps a waterproof board for swimming.
The links below will take you to examples of school policies which expand on the use of Total
Communication.
http://www.ace-centre.org.uk/index.cfm?pageid=3CCD1B35-3048-7290-FE0AA479D72A28E3
This link takes you
to a page where
you can find local
authority and
school policies.

8. No tech is AAC without equipment of any kind
Expression also
We all use gesture but when a person is unable to becomes very
speak, gesture becomes an important part of their important if a
communication. person is unable
Choose the picture for more information. to speak.
Signing is a formal
kind of no tech.
Choose the signing picture
on the left to find out about
the different kinds of sign
language.
Intensive Interaction is a
way of communicating and
making contact with people
who are hard to reach by
ordinary communicative
means.
Choose the picture or link on the
left to find out more.
http://www.intensiveinteraction.co.uk/

9. Choose the logo to visit the websites
about five forms of signing.
http://www.signalong.org.uk/ http://www.makaton.org/ http://www.wpse.org.uk/
http://www.britishsignlanguage.com/ http://www.widgit.com/products/signwrite/letssignwrite.htm
http://www.meadowbanksp.cardiff.sch.uk/index.php?module=pagema
ster&PAGE_user_op=view_page&PAGE_id=5&MMN_position=18:18

10. Low tech communication
Refers to any option that
involves paper based
support. It might involve
the person pointing with
their finger or using other
means to isolate a choice.

11. Communication Books
A Communication book is a book, often in an A5 or A4 ring binder or display book,
which has options on the pages for the person to point to for making choices. It is
common to organise books into categories so that the person goes to the index page
and then point to he category they want. They might then need support to get to
the chosen page. Communication books can be produced in many different ways. You
might design a book for the person to use their finger or eye for pointing or they
might eye point or use assisted scanning. You can find out more about access by
choosing this picture: Access to
AAC
Choose the “commercial” button to find out where you can purchase ready made
communication books and templates.
Choose the “do it yourself” button for guidance on making communication books yourself

12. Symbolising the environment
Widgit have worked in a number of community situations to
symbolise environments.
Choose the links to look at some case studies.
http://www.widgit.com/casestudies/index.htm
James Rennie School have symbolised
their public information.

13. Commercially Produced Communication Books
Choose the picture or the link to find out more about communication books you can buy.
http://www.communicationmatters.org.uk/symposium-session/cm2010-hazell-talking-with-books
http://www.ace- Choosing the link above or the
centre.org.uk/index.cfm?pageid=22022375-
3048-7290-FE844D50652B03E3 picture on the left will take you
to an interesting talk outline on
communication books.
http://www.cpec.org.au/resources.html
http://www.inclusive.co.uk/de
veloping-and-using-a-
communication-book-p2063

14. Do it Yourself Communication Books
The basic kit you need to make your own communication books is a ring binder of
the correct size and some paper or card to print your communication choices on to.
The most important issue is to consider how the person will access the book before
you begin to design it. It is quite common to make books that have an index page
which then signals the need to go to a topic page. Sometimes, basic core vocabulary
is placed on each page or there is a page with basic core vocabulary near the
beginning of the book.
Below is a link to examples from books families and/or teachers or therapists have designed themselves
and a link to a product you can buy containing advice.

15. Communication Boards
There may be times when an individual communication board might be
preferable to a communication book. Examples might include boards for
special events or activities or spelling boards for those who have enough
literacy to use them. A person doesn‟t have to be fully literate to benefit
from a spelling board. People who only know the first letter of a word can
use a spelling board to supplement their communication.
http://www.contactcandle.co.uk/makingcommunicationboards.htm

16. Spelling Boards
These are two spelling boards that have been designed using Grid 2 or
Boardmaker software. Choose the picture to open a full size version that
you can enlarge, save, print off and laminate.
Choosing the picture
below will take you to
the CandLE website
where you can find
out about the CandLE The links below will take you to some on-line spelling
spelling board. boards you can print off and laminate.
http://www.contactcandle.co.uk/sales.htm
http://www.contactcandle.co.uk/files/grey_spelling_board_qwerty.pdf
http://www.contactcandle.co.uk/files/grey_spelling_board_qwerty_capitals.pdf
Choosing the picture below will take
you to the FAB website where you
can find out about the Frenchay
spelling board.
http://www.e2l.uk.com/FAB/
Choose this for
useful advice on
making spelling
boards.

17. Communication Cards
Chat Cards are a CandLE
innovation originally
designed to support adults
with learning difficulties in
the process of consultation
about the services they
need. The cards are laid on
the table to stimulate
interest and when the Choose the link to see
person picks up a card the a sample.
assistant talks about its
meaning and teases out Talking Mats is a wonderful approach to
what interests the person decision making that has been developed at
about the topic. the AAC Research Unit at Stirling
University. It is an easy to use tool that has
been found to support people who have
significant communication difficulties.
Find out more at http://www.talkingmats.com/ or by
choosing the picture above.

18. Picture Exchange
Picture Exchange involves the person giving a symbol card, or sentence
made from symbol cards, in exchange for the item that is on the card.
The idea of picture exchange is that the person who is communicating
needs to initiate contact with their communication partner and engage in
communicative behaviour with them. Picture Exchange was devised to help
people who have difficulty with initiating communication and with
maintaining interaction. The most widely known Picture Exchange system
is PECS(Picture Exchange Communication System).
In PECS the child learns to give a single card or a whole sentence asking
for something which is then exchanged for the card or sentence strip.
Choose the link or picture on the left below to
find out more about PECS.
The picture below will take you to examples of
Picture Exchange in James Rennie School.
http://www.pecs.org.uk/index.htm

19. Picture Exchange at James Rennie School
Using Picture Exchange
Card storage in the context of play Picture Exchange
schedule
Using a reward system
Using Picture Exchange to encourage students to
to support singing participate

20. Communication Profiles
A communication profile is a way of identifying what we think behaviours
mean and what we should do when a person displays the behaviours. A
communication profile recognises that all behaviour has some form of
communicative intent and aims to enable the people around a person who has
communication difficulty to interpret behaviours and respond to the person‟s
needs and wishes. Communication profiles can be particularly useful tools for
people who are wishing to help those whose level of understanding has not yet
been established and who do not appear to have a formal way of
communicating.
Find out more about communication profiles by choosing the links below or the picture.
http://www.disdat.co.uk/
http://www.helensandersonassociates.co.uk

21. Communication Passports
A communication passport describes the way a person communicates for people who
are meeting him or her for the first time.
Choose the links and pictures below to look at guidelines and examples.
http://www.communicationpassports.org.uk/Home/
George Hastwell School
has developed this passport.

22. Basic High Tech
Basic High Tech (sometimes referred to light tech) is the use of devices
that have a limited set of options and usually require that you record the
words and phrases yourself. Basic High Tech can be very useful for people
who are just starting to learn to communicate and as a tool to support
classroom activities.
Choose the pictures below for more information.

23. Complex High Tech
Complex High Tech usually means
that you are using s sophisticated
machine, often with a synthesised
voice and pages that change
automatically when you select a
category choice. This tool-kit has
been designed a little like a high tech
device. Choose the pictures to find
out more about complex high tech.
Coding

24. MAC based systems
Choose the links or pictures below to find out what MAC
based assistance is available.
The iPad The iPod touch
http://www.apple.com/education/special-education/
http://www.assistiveware.com/products.php
http://www.madentec.com/products/discover-envoy.php
http://atmac.org/

25. Choose the links to get advice
on iPad and iPod apps.
http://www.ipadsforeducation.vic.edu.au/
http://www.proloquo2go.com/
http://appsforaac.net/
http://www.silver-kite.com/touchChat/
http://homepage.mac.com/terryjohnmick/jafw/index.htm
http://www.scribd.com/mobile/documents/24470331
http://callscotland.org.uk/Common-Assets/spaw2/uploads/files/Using-Mainstream-
handheld-devices-as-communication-aids.pdf
Marion Stanton Flo Longhorn Jane Remington-Gurney
article on apps article on apps article on I pad

26. PC based devices
These are just a few of the wide range that are available.
Check “Speech Bubble” at the bottom of this page.
http://www.techcess.co.uk/3_9_tellus4
.php?PHPSESSID=74fcb677b1a1875
http://uk.dynavoxtech.com/products/maestro/ 50734cd48e7dea2c6
http://www.smartboxat.com/products/powerbox-7/
http://www.speechbubble.org.uk/
Choose the picture above to find
out about over 100 communication
aids.

27. Devices that use Coding
Choose the links and/or the pictures to find out more about coding.
Eco 2 LAMP Unity and Minspeak.
http://www.liberator.co.uk/index.php/e
co2.html http://www.aacinstitute.org/ http://www.minspeak.com/rel-software.php
Vantage Lite Spring Board Lite
http://www.liberator.co.uk/vantage-lite-1.html http://www.liberator.co.uk/index.php/springboard-lite.html

28. High Tech Eye Gaze
Technology now enables sophisticated use of technology with eye gaze alone.
Find out more at: http://www.cogain.org/
Choose the picture to look at some of the eye pointing devices that are available.
http://www.liberator.co.uk/eco2 http://www.smartboxat.com/eyegaze/eyegaze-systems/ http://www.dynavoxtech.com/
-with-ecopoint.html products/eyemax/
http://www.tobii.com/

29. Making music
http://www.soundbeam.co.uk/ http://www.skoogmusic.com/
http://www.youtube.com/watch?v=RtwSo2eunyY http://www.youtube.com/user/skoogmusic
Signing choirs:
Both James Rennie and George Hastwell have vibrant
signing choirs. You can find out more about signing choirs
at:
http://news.bbc.co.uk/local/liverpool/hi/people_and_places/arts_and_culture/newsid_8454000/8454748.stm

30. Life Stories
Here are some stories about
the lives of some people in
Cumbria who use AAC.
Choose the picture to go to
each person’s story.

31. Single Message Devices.
Choose the pictures for advice on how to use a single message device.
Although written for Big Macks the advice holds well for all single message devices.
http://www.amdi.net/new-partnerplus/
Choose the picture or link below to see a range of
single message and other basic high tech devices.
http://www.inclusive.co.uk/hardware/communicators-and-controllers

32. Basic High Tech Devices.
These are devices that might have anything from one to a few dozen options. Usually a voice is
recorded to create the choices.
Choose the picture or link below to see a range of basic
The Proxtalker was designed to high tech devices.
give a High Tech voice to people
who use PECS.
http://www.inclusive.co.uk/hardware/communicators-and-controllers
http://www.proxtalker.com/
Choose this
picture to see
examples of
Basic High Tech
at:

33. Basic high tech spelling
The Megabee offers an opportunity for the person who needs to
eye point to spell and write.
Choose the picture or the link to find out more.
http://www.megabee.net/

34. Examples of
Basic high
tech AAC
used in:
Choosing at
snack time.
Learning early
counting.
This device is very cheap
Joining in at Choosing the
and has several buttons on
story time. colour .
it as well as a nice display
area.
These are all available from:
http://www.inclusive.co.uk/hardware/communicators-and-controllers

35. Check list for classes
Choosing this link will take
you to an observation
schedule that you can use
in the classroom to examine
your use of AAC.

36. More about observing AAC
in the classroom
Choose the pictures for more advice about
observing AAC in the classroom. The links
take you to advice sheets that give other
examples of ways in which you can observe in
the classroom.

37. Deciding whether a young person would
benefit from an AAC assessment.
This is one of the key tools in the self assessment tool kit. Read the instructions
first and then look at the Individual Assessment tool. This should help you to
think about your individual students and whether they might benefit from and
AAC assessment.
Choose this link to go to
an assessment eligibility
criteria form to help you
decide whether a student
would benefit from and
AAC assessment.
Instructions are on this
link.

38. More about assessment.
Choose the picture or link for information about assessment that has been produced by
a number of centres.
http://www.callscotland.org.uk/Resources/Quick-Guides/Assessment/
Dynamic assessment is an
interactive approach to
conducting assessments within
the domains of psychology,
speech/language, or education,
that focuses on the ability of the
learner to respond to
intervention. This approach lends http://www.dynamicassessment.com/
itself well to AAC assessments.

39. AAC Assessments
Choose the pictures below to find out more about AAC assessments.
Choose this picture to find
out more about what
Communication Matters is
doing about AAC
assessments.

40. Different kinds of assessment
Choose the picture or link to find out more about assessment.
http://www.callscotland.org.uk/Resources
/Quick-Guides/Assessment/
http://www.dynamicassessment.com/

41. Where to go for Help
In the first instance contact your local speech and language therapy department.
Choose the picture to find local PCTs.
They might involve a communication aid centre in assessments and support.
Click on the picture below:

42. Access to AAC
Access is about how you use the communication device. You might point
with a finger or a fist. You might use your eyes or an alternative mouse
like a joystick or a roller ball. Some students need to use switches
which can be set up in very many different ways. Some students need
physical support to develop accuracy.
Click on the boxes below to find out more about access.

43. Direct Access
Direct access means that you point at your target directly. You might use a finger or a fist, a
head pointer or your eyes but you go straight to the choice you want to make.
CandLE are working with QED Cogain is a leading research Choose the picture above
and MERU in the hope of organisation in the sphere of for advice on developing
developing a simple head eye pointing. hand function.
pointer. Choose their logo to find out more.
Choose the picture above to see the
prototype.
Choose the picture to find out about high tech
eye gaze.

44. Indirect Access
Indirect access means that you need to use a switch or some other indirect means
(such as indicating YES or NO to options) to let a person know what your choices are.
Choose the pictures to find out more.
4

45. Physical Support
Physical support suggests that we might need to give someone our hand or
steady them in some way. This has always been a natural way to support a
person who cannot access a communication aid.
Choose the pictures below to find out more about three kinds of physical support that can
be used to help people who have difficulty with accurate pointing.

46. Using AAC to progress learning
Communication and learning go hand in hand so it is advised that you read
this section in conjunction with “Using AAC to progress communication” as
there will be many overlaps.
You need communication to show what you have learnt and you need
learning skills to be able to use AAC.
http://www.scope.org.uk/help-and-information/communication/aac
Choose this link to
open a useful set of
modules on the use
of AAC including its
use in the classroom.

47. Differentiating the curriculum
Differentiating the curriculum means that you change it so that it meets the needs of
individual learners. The topic may stay the same but the level of difficulty or the way in
which it is presented may be adapted.
Choose the pictures below for information on using AAC to differentiate the curriculum.

48. Using Technology to access the
mainstream curriculum
These are just a very few
examples of ways in which
the mainstream secondary
curriculum is being
differentiated so that Using Widgit Communicate
students who use AAC can Ideas to plan an essay.
Using the Grid 2 attend their local
document reader to mainstream schools,
access literature.
Choose the picture
on the right to
download picture
Using Grid 2 to
support for GCSE
Geography made in
replicate the text book
word. for the student to
independently access.

49. Commercial Products
http://www.mayer-johnson.co.uk/boardmaker-activity-pad
Mayfield School
have been using
the Boardmaker
activity pad.
http://www.mayer-johnson.co.uk/whole-school-community
http://www.widgit.com/resources/classroom/index.htm
Widgit have created
many low tech
resources that are
ready to use in the
classroom.
Choose the link or the pictures.

50. AAC in special curricula
Choose the pictures or logos for suggestions and support for the learning
experience of those with Severe Learning Difficulties (SLD) and who have
Profound and Multiple Learning Difficulties (PMLD).
http://www.keytolearning.com/cm.html http://www.equals.co.uk/

51. sensory curriculum
Many practitioners believe that students who have difficulty understanding
the world around them benefit from accessing the world and communicating
with the world by using activities that stimulate the senses. Choose the
pictures for more information.

52. Supporting the senses
Not everyone agrees
about the usefulness of
sensory rooms. A
sensory room is a space
where all of the senses
are stimulated through
lights, sounds and
sometimes smells and
touch.
Choose the picture pictures
on the left to see all sides of
the story.

53. Objects of Reference
Sandgate School have developed an
Objects of Reference board for
Objects of reference work on the various school activities. Even though
principle that students with severe the students may not understand
learning difficulties may have them now the symbols are there to
difficulty making sense of symbols or support progression.
pictures but may understand
concrete objects. Choose the picture to see guidelines.
Choose the picture below to
read an article by Keith Park
about Objects of Reference.
http://www.ace-
centre.org.uk/index.cfm?pageid=3CDC028A-3048-
7290-FE7DEA7A0060EF46

54. Stimulating the sense of touch
– examples from Sandgate School.
Some students find tactile http://www.ehow.co.uk/facts_6028373_tacti
experiences very calming and le-stimulation_.html
engaging. Here are a couple of
examples links to information about
tactile stimulation. http://www.tacpac.co.uk/Tacpac-Panter.pdf
http://www.yatego.com/d
usyma/pdf,4c286feae9f9
f,streichelspiel Home made texture board
from Sandgate School.

55. Literacy
AAC users often experience difficulties with literacy. This might be because of specific
learning difficulties or it could be down to physical and/or sensory issues. Click on the
logos or links below to get some useful information about literacy and AAC.
http://everyonecommunicates.org/resources/literacy.html
http://www.aacintervention.com/
http://www.setbc.org/setbc/4block/activit
ies_for_students_using_aac.html
http://tarheelreader.org/
http://www.callscotland.org.uk/Information/Literacy/AAC
-and-Literacy/
Choose the
picture for
http://www.esc-
cc.org/_upload/documents/special_edu articles on
cation/AAC%20and%20Literacy%202-
10%20Handout.pdf literacy and
AAC

56. Articles on Literacy and AAC
This is an article on
Activity at Sandgate School. Using
literacy in nursery for
picture support with object
developing pre-
support, symbol support and voice
reading skills
output.
http://www.acipscotland.org.uk/Nichol-Rendle.pdf
Choose the picture for and article by Penny
Lacy about this kind of literacy activity.
This is an article using
AAC in story telling
This is an article on
AAC and literacy.
http://callcentre.education.ed.ac.uk/d
ownloads/aac2000/aac2000_14.pdf
http://rose.bris.ac.uk/dspace/b
itstream/1983/1188/1/I%20wa
nt%20to%20choose%20too.p
df

57. Using the Ladder
The ladder is an adaptation of an assessment tool CandLE Limited
uses in Motor Planning Training. The idea is that materials at any
cognitive level can be adapted so that a range of students with
learning and or access difficulties can participate in lessons.
You can download the
Learning Ladder for
differentiation here.
You can download
examples of differentiation
using the Learning Ladder
here.

58. Stimulating learning and interaction through
music
Choose the pictures to find out about
some great resources for helping
students to engage in musical
activities.

59. Schedules
Schedules are visual reminders for This is a combination of a
students of what is planned for the schedule and a basic
day to help them keep track. There communication board from George
might be a whole class schedule or Hastwell School.
individual students might have their
own. It is common for the student to
remove the symbol for the activity
once it is finished.
This is a whole http://atto.buffalo.edu/registered/ATBasics/Populations/aac/schedules.php
class schedule
from James
Rennie School.
Choose the picture or link
above for advice on using
schedules.

60. Using AAC to progress Communication
Effective communication is an outcome rather than a process. The process of
developing an AAC based communication system for someone requires attention
to many elements including the following:
•How will the person access the device?
•What device will be best?
•What vocabulary will they need?
•What level of literacy skill do they currently have?
•What level of literacy skills might they be able to develop?
It is advisable to have a range of AAC options available to a person rather than
relying on just one so they might use simple signs, gestures, low tech boards, a
low tech book, a single message button and a high tech device each with their
own specific purpose.
Total
Communication
Choose this Choose the
link for more picture to find
information: out more about
devices.

61. What device will be best?
Choosing the right device depends on many factors including the person‟s
understanding of language, ability to point and the circumstances they
need to use the device in. If the person needs to use the device for
communication only then there may be a different solution than if they
need to use the device to learn as well as communicate.
Choose the pictures below to be directed to advice about device choice.
Choose the
picture to find
out more about
access.

62. How will the person access the device?
Accessing the device is fundamental to device choice. You need to find out
how a person will point before you start to choose devices.
Choose the pictures below for more information.
Choose this
picture to find
out more about
vocabularies.

63. What vocabulary will they need?
The vocabulary you use will depend on what you understand and how you access the
communication aid.
Choose the pictures for more information.
Choose this
picture to find
out more
about literacy.

64. What level of literacy skill do they currently have?
What level of literacy skills might they be able to develop?
Learning ability underpins the ability to use AAC to communicate.
Choose the pictures for more information.

65. Resources
Choose a picture to
take you to links to a
wide range of
resources that are
relevant to the user of
AAC.

66. Articles
Marion Flo Longhorn Jane Remington Article on using
Stanton article on -Gurney article on AAC throughout the
article on IPad IPad apps IPad day.
apps
Sally Millar guide to Really useful set
using symbols and of AAC handouts
pictures.

67. Person Centred Planning
Person Centred Planning helps us to support a person with their views and
aspirations at the centre of the process.
Choose the logos or links below to find out more about Person Centred Planning.
http://www.helensandersonassociates.co.uk/ http://www.circlesnetwork.org.uk /
http://www.inclusive-solutions.com /
http://www.dh.gov.uk/en/Public
ationsandstatistics/Publication
http://www.partnersinpolicyma s/PublicationsPolicyAndGuida
king.co.uk/Courses.aspx nce/DH_115175
http://www.inclusion.com /

68. Disability Rights
Choose the logo’s or links below to find out more about some organisations that are
concerned with disability rights.
http://www.peoplefirstltd.com/
http://www.allfie.org.uk/
http://www.ukdpc.net/
http://www.disabilityalliance.org/index.htm
http://www.partnersinpolicyma
http://www.worldofinclusion.com/
king.co.uk/Courses.aspx
http://www.inclusion-
boltondata.org.uk/
http://www.csie.org.uk /

69. Websites
Click on the picture for a document with a range of useful websites which you can
access by holding down your control button and right clicking you mouse.

70. Training
Choose the company logos or links to find out about the training related to AAC that they
offer.
Choose the picture below to
go to a set of self evaluation
sheets so that you can
consider the training needs http://www.contactcandle.co.uk/comm http://www.education.bham.ac.uk/pro
unication_and_Learning_for_All_cours grammes/cpd/courses/learning_diffic
of your staff. e.htm ulties_and_disabilities.shtml
http://www.pmld
network.org/reso
urces/training.ht
m
http://www.ace-
north.org.uk/pages/training/training
2006.asp
http://www.callscotland.org.uk/Home /
http://www.ace-
centre.org.uk/index.cfm?pageid
=8C758C77-3048-7290-
FE8B9BF79E84F514
http://www.communi
cationmatters.org.uk/ http://www.cityandguilds.c
page/conference om/46559.html

71. Family Run Groups
1 Voice is the main UK family run
group supporting young people who
use AAC. They have particularly
created the idea of older role
models supporting younger people
just starting out in AAC. CandLE is
developing the support of role
models for young people who use
AAC in mainstream schools.
Netbuddy is an award-
winning site for
swapping practical tips
and information on all
aspects of supporting
people with learning
http://www.netbuddy.org.uk/ disabilities.

72. Useful contacts
Choose the pictures to find useful contacts.

73. AAC Centres
http://www.contactcandle.co.uk/
http://www.ace-centre.org.uk
http://www.findavoice.org.uk/
http://www.ace-north.org.uk/
http://www.callscotland.org.uk/Home/
A fuller list can be found by choosing the
picture or the link below:
http://www.communicationmatters.org.uk/p
age/resources/aac-assessment-services