Inclusive and Accessible Communication
Inclusive communication is a model that ensures accessibility and respect for all individuals, regardless of physical, cognitive, or linguistic abilities. It is critical in promoting equality and diversity, particularly in inclusive mobility, where barriers to information can limit participation and integration. For migrants and individuals with specific needs, inclusive communication is essential for education, social interaction, and autonomy. Inclusive communication fosters equitable access and active societal participation. As diversity becomes a cornerstone of modern communities, ensuring that communication transcends barriers is not just a necessity but a fundamental right, aligning with global commitments to inclusion and accessibility.
In this module inclusive or accessible communication as well as how to address individuals with different profiles will be outlined, and some tips on how to accomplish this goal will be provided.
What is inclusive/accessible communication?
One of the most important human needs is to relate to others. In order to express needs, wishes, to exchange points of view, to increase mutual knowledge, to make friends, for professional fulfilment, communication is an essential factor, because it is through communication that individuals relate to each other and build emotional bonds. At the same time, for communication to develop properly, it is essential to provide communicative opportunities that strengthen the desire to communicate.
Oral language, i.e. speech, is the most elaborate means of communicative interaction. It is an essential tool for communicating that allows us to enjoy the experiences of others and facilitates individual and social learning (Sim Sim, 1998). When speech is compromised, augmentative and alternative communication (AAC) must be used.
This is a clinical-educational approach that aims to support, complement, improve or replace the forms of verbal production and interpretation of individuals who do not speak or have language difficulties, and can be temporary or permanent (Chu et al., 2007).
Inclusive communication is a communication model that aims to be understood by everyone, regardless of education, physical and motor characteristics or age. It is a commitment to equality and diversity, where the message is constructed in such a way as to be accessible and respectful to all audiences. This type of communication is not just a trend, but a necessity in a world where diversity is part of our daily lives.
Accessible communication has its origins in the concept for everyone, with the respective features: augmented text, braille and audio description of illustrations for people who are blind or have low vision, pictograms for people with intellectual disabilities or other limitations, and includes a QR code that links to the audio and video versions in Portuguese Sign Language for people who are deaf.
Communication for individuals with specific needs refers to the adaptation and provision of information and communication resources to meet the individual needs of people with different abilities or disabilities.
This type of communication seeks to ensure that all individuals have access to information, regardless of their physical, sensory, cognitive or linguistic limitations.
There are various ways of adapting communication to meet specific needs:
Communication for people with visual impairments: use of Braille, audiobooks, assistive technologies such as screen readers and audio description in films and videos.
Communication for people with hearing impairments: use of sign language, subtitles in videos, sign language interpreters, as well as visual alert systems for alarm sounds.
Communication for people with motor disabilities or writing difficulties: use of voice recognition technologies, adapted keyboards, alternative and augmentative communication (AAC) software, among others.
Communication for people with cognitive difficulties: use of simple, clear language, visual aids such as pictograms or symbols, and adaptations to facilitate understanding.
Information in different languages and cultural adaptations to cater for different linguistic and cultural communities. Promoting communication in individuals with specific needs requires attention to human diversity and the implementation of strategies that can overcome communication barriers, guaranteeing equal access to information and full participation in society for all.
Alternative and Augmentative Communication (AAC) is a system that promotes cognitive aspects, facilitating interaction by offering tools so that individuals without the ability to speak can communicate autonomously, allowing for greater social integration through their perceptions, regardless of their limitations. As a permanent alternative to oral language, Alternative Communication is recommended for people with mild or moderate cognitive disorders, associated with severe motor difficulties and with a diagnosis considered irreversible.
Accessible communication is defined as the process of making information and communication understandable and usable by everyone, regardless of their abilities, disabilities or individual characteristics. It is based on the principle of inclusion, recognising that the diversity of human abilities requires the adaptation and creation of content that meets the needs of a wide range of users.
All people, including those with disabilities and intellectual/cognitive impairments, have the right to receive quality information. Article 9 of the United Nations Convention on the Rights of Persons with Disabilities states that these people have the right to receive accessible information.
Guidelines for good practice in writing and formatting documents in an accessible format:
- Reduce the use of jargon and acronyms (acronyms and technical terms);
- Use accessible language;
- Sentences should preferably have short paragraphs;
- Highlight headings and lists with bullets;
- Uneven right margin of text, not justified;
- Use adequate spacing, avoid long, run-on text;
- Use visual aids to explain and support the main messages (pictograms);
- Restrict specific content to the most important information;
- Text that is easy to read for everyone. Writing in plain or easy language makes information more accessible to everyone.
Augmentative/Alternative Communication (AAC) provides new forms of communication for non-speaking individuals, such as those on the autism spectrum. Children or adults on the autism spectrum need an alternative or complementary mode of non-oral communication to speech. Difficulty communicating can have negative consequences, as communication is fundamental to social interaction, as it is through communication that we realise what we think and feel.
Alternative communication is any form of communication other than speech that is used by an individual in face-to-face communication contexts, i.e. any type of communication that replaces, extends or supplements speech. The same authors point out that augmentative communication means complementary communication or support. The word ‘augmentative’ emphasises the fact that the teaching of alternative forms of communication has a dual objective: to promote and support speech and to guarantee an alternative form of communication if the person does not learn to speak. We can therefore say that an alternative and augmentative communication system is an integrated set of techniques, aids, strategies and skills that a person with communication restrictions uses to communicate.
An AAC system should be provided as early as possible, given the role that language plays in cognitive and emotional development and as a regulator of behaviour, as well as a fundamental support for social interaction.
There is currently a wide variety of augmentative and alternative communication systems that can be divided into two large groups:
- unaided systems: these encompass all forms of communication that do not require any kind of instrument or support product and which only involve the use of body parts (head, arms, face, etc.) as a vehicle for transmitting the message (categories: gesture, gesture for non-hearers, manual pedagogical systems, manual alphabet). ) as a vehicle for transmitting the message (categories: gesture in common use, gesture systems for non-listeners, pedagogical manual systems, manual alphabet);
- aided systems: the symbols are not produced but selected by the user using a wide variety of devices, i.e. they require some kind of external assistance, instruments or support products so that communication can take place (categories: object communication systems, image communication systems and graphic symbol communication systems).
The population that can benefit from an AAC system can be complex and diverse, so the choice of a communication system must be based on a comprehensive and integrated assessment of the user, determining their possibilities and needs, but also who will be receiving the message and in what contexts the system will be used. This assessment needs to continue throughout the process of implementing and using the system. It is also essential to take into account whether the system has widespread use in the area or country where it will be implemented, as this is a factor that not only facilitates communication between equals, but also allows technicians to continue their work when the user changes context, be it educational, therapeutic or social.
Finally, an essential aspect in the development of a communication system, which is to always bear in mind that the user of a system is, like any human being, constantly changing and evolving, so there should be no hesitation in modifying or even combining AAC systems whenever necessary. There are users, for example, who start out with pictographic systems, but who can later move on to another system and then to a system based on writing or where these can coexist simultaneously.
Interventions with AAC Systems have improved communication and social skills in children on the autism spectrum. These actions have proved to be essential in intervention programmes with these children in terms of language and socialisation.
The range of existing augmentative or alternative communication systems is very varied and the choice of the system that best suits a particular case, at a particular time, will have to take into account the criteria and selection factors mentioned above.
The PSC system was created by an American speech therapist, Roxana Mayer Johnson, in 1981, with the aim of designing a system to be used by young people who did not have the necessary skills to use other systems. The PSC system is made up of simple, representative or iconic drawings that represent words or concepts that are common in everyday communication. The symbols are drawn with a black line on a white background. Each symbol has the corresponding word above it. The PSC system also includes the alphabet, numbers and colours. Words whose meaning cannot be represented in symbols due to their abstract content are incorporated in written form.
PSC symbols are grouped into six different categories: people (including personal pronouns); verbs; descriptives (adjectives and some adverbs); nouns; miscellaneous (articles, conjunctions, prepositions, colours, time expressions, alphabet, numbers and other abstract words); social expressions (words that facilitate interaction, such as greetings, familiar words, expressions, etc.).
The SPC system is one of the most widely used augmentative systems worldwide due to its simplicity. SPC does not require a very high cognitive level, it can be used in the first communicative steps (as long as the user has minimal communicative intent), it is suitable for all age groups and is easily understood by the interlocutor, as the symbol is associated with the written word.
The new Information and Communication Technologies (ICT) are increasingly playing an important role in the development of the future citizen. Every day we are confronted with the use of new technologies and new instruments are constantly appearing that enhance communication, expression and the pedagogical development of schools. These are a precious tool in this education system and, as far as special education is concerned, they will be even more important. With children and young people in special education, ICT can act as a supportive technology, by accompanying or replacing functions that are affected, or it can serve as a pedagogical tool, by enabling complementary and alternative strategies to regular teaching methods. In other words, using a computer and appropriate software, children on the autism spectrum can communicate and learn just like everyone else.
As mentioned above, ‘With Help’ augmentative communication systems involve the use of some kind of symbol support device – Assistive Products – so that the user can transmit messages to their interlocutors using the system’s symbols. Assistive technologies are therefore an integral part of the communication system. The use of technology should therefore be seen as an alternative that provides opportunities for success when the child/young person is unable to obtain quality experiences by natural means.
Generally speaking, ‘communication support products’ are all technologies that facilitate access to the chosen augmentative communication system and must take into account the characteristics of the user. These support products must not only offer the possibility of transmitting the message, but also effectively support the process of interaction/communication with the environment, constituting fundamental support for the teaching/learning process.
CAA, combined with technology, aims to offer methods of extending remaining communication capacities, or replacing them in the case of the absence of any form of perceptible communicative expression.
Bearing in mind that inclusion is a process that takes place throughout an individual’s life, with the aim of improving their quality of life, the use of technology should provide them with improved conditions for participation and involvement, presenting themselves as resources and services aimed at facilitating the development of activities of daily living.
Effective communication is a fundamental condition for safe and meaningful participation in mobility. For many disadvantaged or disabled adults, communication barriers — not ability barriers — are what limit engagement. Ensuring accessibility from the start reduces misunderstandings, anxiety, and exclusion.
Traveller Tips
• Provide information in formats that accommodate diverse needs: plain language, easy-read versions, visuals, subtitles, audio, or translated materials.
• Keep written communication short, clear, and free of jargon. Complex wording can create unnecessary confusion or discourage engagement.
• Consider alternative and augmentative communication (AAC) tools when required — pictograms, symbols, audio messages, or simplified visual instructions.
• Check accessibility of digital platforms before use. Screen-reader compatibility, captioning, and readable layouts support equal access.
• Communicate consistently across channels. Mixed or contradictory messages can disproportionately impact adults with cognitive, linguistic, or sensory challenges.
• Invite learners to indicate preferred formats or communication methods in advance. Preferences vary widely and should guide adaptation.
Potential applications
• Provide all key documents in plain-language and easy-read versions.
• Offer short video explainers with captioning and visual cues.
• Include pictograms for safety instructions, travel steps, or daily schedules.
• Create a communication preference sheet to be completed during preparation.
Accessible communication is central to a welcoming environment. For many adult learners, initial anxiety is linked not to mobility itself but to the fear of not understanding instructions, expectations, or social norms. Addressing communication proactively fosters inclusion and smoother integration.
Traveller Tips
• Present information in multiple modes: spoken, written, visual, and, where relevant, AAC-supported communication.
• Speak at a measured pace and use short, direct sentences. Overly dense or rapid explanations can create unnecessary pressure.
• Use clear visual supports for schedules, navigation, rules, and activities. Visual clarity benefits all learners, not only those with specific needs.
• Offer translation or multilingual support where possible. Even a simple glossary can reduce stress and misunderstanding.
• Create an environment where clarification is normalised. This encourages learners to engage without fear of judgement.
• Review materials for accessibility — colour contrast, text size, image clarity, and layout all influence comprehension.
Potential applications
• Display a visual daily schedule with icons and simple descriptors.
• Provide materials in large print or high-contrast versions when requested.
• Use subtitled videos and pictogram-based instructions for tasks.
• Establish a clear, simple system for requesting support or clarification.
Inclusive communication ensures that information is understandable, respectful, and accessible regardless of language level, literacy, disability, or learning style. When communication is accessible, participation becomes easier, safer, and more enjoyable.
Traveller Tips
• Information may be offered in various formats — visual, audio, plain-language, or easy-read. Selecting the format that feels most comfortable can reduce stress.
• Clarification is always acceptable. Questions, requests for repetition, or alternative formats help ensure understanding.
• Personal communication preferences matter. Indicating preferred formats early enables better support throughout mobility.
• AAC tools (symbols, images, or digital aids) can support communication for those who use alternative modes.
• Reviewing schedules or visual guides in advance can make unfamiliar environments easier to navigate.
• Accessible communication helps build confidence and strengthens participation in group activities.
Potential applications
• Keep personal notes, visual aids, or translation tools accessible during activities.
• Use icons or colour-coded cues to stay oriented in new settings.
• Refer to easy-read materials when reviewing instructions or expectations.
• Share preferred communication methods (e.g., visual instructions, slower explanations, subtitles).
Activities
For whom: Sending / Hosting Organisations
Instructions:
This activity invites organisations to take a fresh look at how inclusive their communication really is.
Teams gather a selection of materials they commonly use: emails, posters, guides, forms, videos and examine them using an accessibility checklist inspired by the module: plain language, clear layout, readable fonts, visual contrast, presence of subtitles or audio descriptions, use of pictograms, compatibility with screen readers, and multilingual options.
Teams then identify barriers and highlight opportunities for improvement. The activity ends with a short “Accessibility Action Plan,” where teams propose realistic next steps. This hands-on audit builds awareness, reinforces responsibility, and empowers organisations to create truly inclusive communication environments.
For whom: Learners / Hosting Organisation
Instructions:
Participants join an interactive, creative workshop where they transform complex or inaccessible content into inclusive, user-friendly versions. After a quick introductory briefing, small groups receive a difficult text, form, or instruction sheet.
Their mission: simplify it using plain language, short sentences, bullet points, non-justified text, pictograms, and where possible audio or signed versions.
Each group presents their “before and after,” explaining their choices.
This activity boosts creativity strengthens practical skills in inclusive communication and fosters a deeper understanding of different users’ needs.
For whom: Learners / Hosting Organisation
Instructions:
Participants explore AAC tools such as PSC symbols, communication boards, and digital apps. Each participant adopts a user profile (e.g., autistic young person, someone with motor impairments, or someone with cognitive challenges) and designs a basic communication set with 6–12 symbols.
Participants then role-play real communication situations using only the AAC tools they created.
This engaging activity increases empathy, strengthens understanding of AAC strategies, and helps learners develop adaptable communication skills.
For whom: Sending / Hosting Organisations
Instructions:
Teams choose an important organisational message—mobility rules, contact information, safety procedures and convert it into three accessible formats: an easy-to-read version, an audio (or video) version, and a pictogram-supported version.
The goal is to experience firsthand how one message can be transformed to meet different accessibility needs.
At the end, teams compare the formats and discuss which audiences benefit most from each one.
For whom: Learners / Hosting Organisation
Instructions:
Participants rotate through experiential stations simulating real communication barriers: reading low-contrast text, interpreting overly complex instructions, communicating without speech, understanding content without pictograms, or accessing a document incompatible with screen readers. After completing all stations, the group reflects on what felt challenging and brainstorms practical inclusive solutions.
This impactful activity builds empathy, raises awareness, and deepens understanding of why accessible communication matters.
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Fostering Inclusion through Accessible Communication
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