Alternative and Augmentative Communication in Class for Children with Intellectual Disabilities

   Children with intellectual disabilities often find it difficult to interpret graphic images and textual symbols. As the number of children with primary disabilities in Russia keeps growing, specialists in inclusive education need more effective communication tools. The authors described the specificities of graphic and textual perception in children with intellectual impairment, focusing on oligophrenia. They identified the main challenges of inclusive schooling, described the key factors that affect the perception of graphic and textual stimuli, and outlined the gaps in contemporary studies on alternative communication methods. The review relied on Russian and foreign publications registered in PubMed, eLibrary, CyberLeninka, ResearchGate, and Google Scholar in 2018–2024. All sources stated the need for alternative and augmentative communication tools in daily activities as a foundation for the development of spontaneous speech and social activity. Children with intellectual disabilities have significant difficulties in perceiving visual symbols as a result of cognitive and sensory challenges. The article summarizes the basic requirements for stimulus materials used in alternative and augmentative communication in class for children with oligophrenia.

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