Types of alternative communication in the education of young schoolchildren with special educational needs
Year: 2026
Type: article
Abstract: This article highlights the need to use alternative communication in the development of young schoolchildren with speech disorders. It analyzes the scientific contributions of foreign and domestic researchers on this topic. The study’s objective is defined as a theoretical generalization of the types of alternative communication to justify the feasibility of their implementation in the education of young schoolchildren with special educational needs. The essence of the key concepts ‒ «communication» and «alternative communication» ‒ has been defined. The most common types of alternative communication used in working with children with special educational needs have been specified: sign language, symbol systems, the PECS card system, and reading instruction. The requirements for the use of alternative communication in special education are outlined. Recommendations are provided on the use of alternative communication, taking into account the psychophysical and communicative development, as well as the communicative characteristics and abilities of young schoolchildren with special educational needs. The principles for teachers’ use of alternative communication are outlined. It is concluded that a competent and well-founded choice of the type of alternative communication, accurate and professional assessment of young schoolchildren’s capabilities, a responsible approach to teaching it, and appropriate and timely motivation of both the adult and the child are the keys to the pupil’s successful socialization in society
Authors: Valentyna Shyshenko, Tetiana Dovzhenko
Language: English
Subfield: Occupational Therapy
Field: Health Professions
Domain: Health Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $53
OpenAlex ID: W7215109958