THE USE OF AUGMENTATIVE AND ALTERNATIVE COMMUNICATION AS A FACILITATOR OF COMMUNICATION IN NONVERBAL CHILDREN WITH ASD

Abstract

This article analyzes assistive communication as a facilitating resource for nonverbal children with ASD, emphasizing the contributions of Augmentative and Alternative Communication in the educational context. The review highlights that different communicative means, both low and high technology, favor expression, social interaction, school participation, and the reduction of disruptive behaviors, expanding learning and autonomy possibilities. The study also shows that the choice of strategies should consider the individuality of each student, respecting their needs, potential, and unique forms of communication. In addition to the benefits, the literature points to challenges for the effective implementation of these resources, such as scarcity of materials, insufficient professional training, and institutional limitations for adapting pedagogical practices. The analyzed works demonstrate that the planned use of assistive tools contributes to access to information, school inclusion, and improved quality of life for students with ASD. It concludes that assistive communication is not limited to replacing speech, but constitutes essential support for the educational, social, and emotional development of these students.