ABSTRACT
This chapter considers the educational settings of an Augmentative and Alternative Communication (AAC) user, and how AAC can be implemented as part of a holistic intervention programme, to maximise the child or young person's access to education. It considers rooms in the house and then areas in a nursery setting, and how therapists can set up the environment to support communication. One solution is to combine a core communication chart with various communication charts of fringe vocabulary. The core communication chart travels around the house, whilst the fringe charts tend to stay near the things they refer to. Sharing books offers a special time where a child can slow down and their non-verbal reactions to pictures and words can really be noticed. Once a child has started their early year's education, they will be exposed to the alphabet. It is important that the child using AAC has access to this too.
