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Colourful Semantics and AAC
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Authors
Editors
Date
2025
Educational Level
ISCED Level 0 Early Childhood Education
ISCED Level 1 Primary Education
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
ISCED Level 4 Post-secondary Non-tertiary Education
ISCED Level 1 Primary Education
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
ISCED Level 4 Post-secondary Non-tertiary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: This case study explores the use of Colourful Semantics and Augmentative and Alternative Communication (AAC) tools to support literacy development in a special school setting. The study focused on two pupils with autism, aiming to increase engagement and comprehension during shared reading through interest-based stories and visual communication strategies.
Aims: The research aimed to investigate how AAC tools, including TD Snap and Colourful Semantics, could be used to enhance participation and understanding in literacy activities. It sought to explore how these approaches could be embedded into shared reading to support expressive language and sentence structure development for non-speaking pupils.
Methods: Using a Lesson Study model, the team planned and delivered three shared reading sessions tailored to each pupil's interests. Observations focused on engagement, comprehension and use of AAC. Laminated Colourful Semantics symbols and TD Snap page sets were used to support sentence construction and character identification. Ethical consent was obtained for anonymised publication.
Findings: Both pupils showed increased engagement and comprehension. Pupil A responded well to Colourful Semantics prompts and began answering 'who' and 'what doing' questions. Pupil B used TD Snap to identify characters and allowed adult modelling on a second device, marking a shift in his AAC use. Interest-based texts and visual supports were key to sustaining attention and promoting interaction.
Implications: The study highlights the value of embedding Colourful Semantics and AAC into literacy teaching for pupils with complex communication needs. Staff training in adapted resources and AAC modelling is essential. Lesson Study proved an effective model for collaborative professional development, and the approach is recommended for wider dissemination across the curriculum to support inclusive literacy practices.
Description
Keywords (free text)
inclusion-special educational needs and disabilities (SEND), shared reading, alternative augmentative communication (AAC), Colourful Semantics