ABSTRACT
Researchers have endeavoured to draw on key themes to shed light and clarity on what can become a very complex line of work, supporting speech clarity in children and young people with complex learning and neurological differences. How children and young people move through the graphic they have created can vary. Sometimes they will access all the approaches in a neat order, moving from left to right at a steady rate, increasing verbal skills as AAC is needed less and less frequently; other times they move more quickly through the stages of AAC before they can tap into their intentional verbal skills. A child might have difficulties in multiple areas of the Stackhouse and Wells speech model, and they might benefit from therapy that covers auditory, visual and tactile input. Finally, therapists are acutely aware of their focus on children and young people as opposed to adults.
