Children’s literature plays a central role in growth and development of children. Much more than just a source of entertainment, it offers a multitude of benefits that shape the intellectual, emotional and social growth of young readers. Children’s literature is central to child’s development, highlighting its key function in the acquisition of language, the construction of identity, communication and the fostering of creativity.
Yet some children with specific learning difficulties (SLD) and disabilities do not enjoy the same access to children’s literature. It has been shown that literacy is a major factor in a person’s cognitive, communicative and social development. But not being able to access text leads to greater verbal communication problems in everyday life.
AAC, a solution to overcome the boundary to access to the text
Alternative and Augmentative Communication (AAC) offers a new way of approaching texts by providing a variety of techniques that replace the spoken word – both written and oral – and act on comprehension and expression.
In order to compensate for the lack of access to text, AAC is developing substitutes for communication. There are two complementary types of AAC:
- In non-assisted AAC, where no external equipment is required, only body movements are used, as in sign language.
- Assisted AAC, which requires the use of a material support (eg. cards with pictograms.
Brief overview of AAC adaptations of children’s books
The kamini-signes, developed by the French publisher Éditions Perspectives, combines sign language with the structure of Kamishibai, a Japanese storytelling method that consists of scrolling illustrations on which the narrator bases their story. In kamini-signs, the narrator also signs the key words in the story. This enables children to communicate through gestures, which they acquire before the development of speech. Children start to sign between 8 to 10 months using baby sign language. Lastly, the accessibility of kamini-signes means that they can be used by a wider audience, whether or not they have learning difficulties or disabilities.
Makaton is based on the principle of AAC, and was created to improve communication through the use of visual representation. Makaton consists of several pictogram boards divided into levels and themes. They enable children to communicate through pictograms, symbolising an idea and stimulating language development. This helps to increase the learner’s vocabulary and facilitate expression. A number of children’s books have been adapted using pictograms, taking stories from literature and simplifying the text by adding pictograms to convey the written words. Some books are available with an audio track to make oral expression accessible as well.
Finally, wordless picturebooks offer new reading opportunities for children and adults. The way in which the text is subtracted in favour of the image allows children to create their own story by becoming aware of the elements that surround them. These picturebooks enable readers to encourage meaning-making, and to develop vocabulary by describing the illustrations and improving their communication skills.
Is it only for children with SLDs?
AAC is not just for children with SLDs and disabilities. On the contrary, this specific approach needs to be democratised in classrooms and care centres, as it benefits everyone. AAC has great potential, offering a new approach to texts and helping develop verbal and nonverbal communication.
In conclusion, the use of AAC represents a fantastic opportunity to enrich children’s reading experience, particularly through children’s literature. By enabling children with communication difficulties to participate actively in the narrative, AAC broadens the horizons of inclusion and learning. Thus, by integrating AAC into the context of children’s literature, we not only give children the means to express themselves and communicate, but we also cultivate an environment in which each voice matters.
Sources
- Arizpe, E. (2014). “Visual Journeys with Immigrant Readers: Minority Voices Create Words for Wordless Picturebooks.” International Board on Books for Young People,
https://www.ibby.org/index.php?id=1066&L=2 - (2022, March 14). Qu’est-ce que la communication alternative et améliorée (CAA) ? Epsilon Melia.
https://www.epsilonmelia.com/communication-alternative-amelioree/ - Association Avenir Dysphasie. Makaton. Histoires et livres.
https://www.makaton.fr/materiel-makaton/materiel-a-telecharger/histoires-et-livres - ComAutrement. Les histoires à raconter.
https://comautrement.com/category/documents/histoires/ - Éditions Perspectives. Qu’est-ce que le ka[mini]baï ?
https://www.editions-perspective.fr/quest-que-kaminibai