Maria Montessori developed a pedagogy based on sensory learning, using concrete materials (colour tablets, rough letters, etc.) to enable children to interact with the world through sight, touch, hearing and movement. Although her method was initially based on children with disabilities, it soon proved beneficial for all children. Some of these sensory tools can now be seen as Augmentative and Alternative Communication (AAC) tools, enabling children to link words to concrete experiences.
Montessori pedagogy, by aiming for inclusion and autonomy, is thus naturally in line with AAC, supporting children in improving their communication, emotional expression and learning. Montessori’s concrete tools promote the inclusion of children, whether neurotypical or neuroatypical.
Montessori and AAC for second-language learning
A/ For pupils who speak a foreign language
In a Montessori classroom, the inclusion of children who speak a language other than the language of instruction takes place naturally thanks to visual and practical tools.
In this context, language tools such as picture cards to be associated with oral words (or written words, depending on the child’s age and skills) support these children in discovering sounds, facilitating reading and enriching their vocabulary in concrete terms and facilitating communication. The vocabulary of nature, their environment, everyday life, etc. is easy to introduce through images that isolate each concept.
These vocabulary lessons take place in 3 stages:
- The TEACHER NAMES the picture (without the determiner, so that the child can hear and isolate the vocabulary word precisely). Repeat with 2-3 other images.
- The teacher names one of the 3 words mentioned in the first step and asks the child to SHOW them (the child doesn’t need to speak).
- The teacher points to a picture and says « What’s that? » The child then NAMES the word (cf. below)

We use mime to teach action verbs. What an enriching experience for the child who can observe an other child using action material: they can see them reading an action out loud on a card and then miming it.
By observing an active child, they can learn new verbs with joy and pleasure. This is made possible by the fact that each child is free to move around the classroom and free to observe another child’s work. The learning power here lies in the interest of the child who chooses to watch, and the magic of mirror neurons working at the same time in the child who observes.
B/ For learning a second language
Montessori schools are often bilingual. To support the learning of a second language, we use “picture cards” in the language to be worked on. For example, we use English cards to help French-speaking children progress in English, and vice versa.
In addition to the aforementioned learning of oral vocabulary, these cards are grouped here by “similar grapheme”1, enabling children to explore one grapheme at a time, isolating it, learning to pronounce it and recognise it in writing. By always isolating one difficulty at a time, we create a mental structure in the child’s head and make reading easier, giving them the confidence to get started (cf. below).

Montessori and AAC to encourage autonomy
Maria Montessori’s pedagogy enables children to learn how to learn by setting them on the path to autonomy. Maria Montessori’s materials are always accessible to the child. It is designed to be used alone or in groups, in complete autonomy, after an initial introduction by the adult. Children take a piece of work and put it back in its place after use.
It’s the prepared environment of the classroom – i.e., the classroom is configured to favour the child’s development – that enables this autonomy in complete safety. This environment evolves with the age of the children.
Pictograms add to this autonomy by making it possible to lighten a teacher’s communication, enabling it to remain pleasant and not repetitive or tiresome.
Examples:
- In the classroom, an environmental care task board gives each child a mission in the classroom. The fact that it’s displayed allows children to find their way around without needing adult help.

- In the checkroom, a magnetic or Velcro board (cf. below) with images of the appropriate equipment reminds the child how to dress for recess (cap, hat, gloves, rain boots, etc.).

Montessori and AAC for expressing emotions
A/ Helping to communicate emotions
Pictograms are used to support children in managing their emotions, especially in the Children’s House (3-6 years).
- At reception, real photos representing different ways of being greeted: with a hug, a “give me five”, or by greeting each other in different ways, which the child – often moved by the morning separation from their parent – can point to. The child can then feel more understood, supported and respected in their needs.

- Pictures on the wall, showing the day’s routine, allow children to see how their day is progressing. They are reassuring for those whose perception of time is unclear, due for example to their young age. This helps reduce anxiety.

B/ Helps calm emotions
Very young children
Young children aged 3 still have difficulty communicating their emotions, as they are still in the discovery stage. They’re just learning to recognise these feelings and can’t yet name them. This is obvious in young children, but sometimes it’s still very present in older children.
Pictograms expressing emotions enable children to point to images where they can’t put words to them. These tools enable children to understand what’s going on inside them, to express their feelings through images and to gradually learn abstract vocabulary not yet associated with concrete feelings. Expressing themselves through pictograms eases the frustration of feeling misunderstood. The adult is thus better able to offer useful help to the child.
Older children temporarily unable to speak
When a child is going through a difficult emotional situation (conflict, anger, silence, etc.), he or she may sometimes be unable to speak. The use of pictograms enables children to express their feelings by pointing to an image. This becomes a gateway to dialogue and appeasement, until the child regains the ability to speak.

Montessori and AAC to create an inclusive environment
The Montessori method aims to be inclusive, enabling each child to develop his or her full potential. It can naturally integrate AAC tools to ensure that all children, whatever their level of communication, can participate. In this way, pedagogically supported communication helps children interact with each other, strengthening social bonds and empathy.
In our classes, children are used to gathering in a circle to sing, talk, listen to stories, vote… They learn to make collective decisions, like an agora where everyone has a voice.
To make them even more inclusive, discussions are supported by images and gestures, and songs are enriched with gestures, sign language or Makaton. Signs that are very simple and feasible for the dexterity of a 3-year-old, so that they too can use them to communicate when needed.
In conclusion, the combination of Montessori and AAC can create an enriching and accessible learning environment for all children. Every neuro-atypical and neurotypical child can benefit from tools that support their communication. This not only fosters autonomy and independence, but also encourages social interaction and self-expression in the environment.
- For example, in French, the graphemes: ou, en, ch, gn, in, on, oi.
In English, for example, the graphemes: oo, ee, ai, augh, ow, etc… ↩︎