Literacy supports participation in education, employment, healthcare, and community living, and enhances communication for individuals who need or use augmentative and alternative communication (AAC). Research has demonstrated that individuals with developmental disabilities who need or use AAC can successfully acquire a wide range of literacy skills when provided with effective tools and evidence-based, adapted instruction delivered by trained professionals. Unfortunately, individuals who need or use AAC typically face significant barriers to literacy learning: (1) They may be excluded from literacy instruction or only have access to instruction that requires spoken responses severely limiting their participation; (2) Their service providers may not be trained to provide effective instruction; and (3) They may not have access to AAC that supports the transition to literacy. Future research is urgently required to: develop and evaluate adapted assessment and instruction; improve professional training; and ensure uptake of evidence-based literacy instruction in schools. Future technology development is required to: support the transition from graphic symbols to literacy; build a text-rich environment to support literacy learning; and assist service providers in instructional decision making and material adaptation. Future research and development must prioritize inclusion of individuals who use AAC in meaningful roles to maximize relevancy and impact.
Keywords: AAC; evidence-based literacy instruction; literacy; professional training; transition to literacy technologies.