1c. Identify Stakeholders

Updated by Global Symbols with UNICEF ECARO


Successful implementation of an AAC system within a community will involve as many stakeholders as possible. Each will have a role to play in parts of the delivery chain and ecosystem. At this stage it is valuable to identify how you will reach and engage each of the stakeholder groups.

Some professionals and organisations have already been suggested, but those directly involved include:

  • Users of AAC systems
  • Parents, families and carers
  • Speech and language therapists (or similar)
  • Teachers
  • Technologists
  • University faculty with interest in the field whether for app development or practical support to therapists and families plus research expertise.

UNICEF country officers will have a vital role to play in the project and may have an overall project management role, and be local stakeholders in the process of implementation.


Project stakeholders should also be actively engaged in using an AAC application, such as Cboard, and be willing to support other potential users of these applications in their country or seek support from the UNICEF Collaborative Network after the project ends. Becoming future allies in national efforts to increase the availability of AT /AAC solutions and helping institutions to disseminate any new practices and approaches, including policy development, capacity building of professionals, procurement of systems, etc.

On an individual level, core team members should be prepared to:

  • increase their knowledge and skills related to AAC.
  • be informed about the purpose and goals of the project
  • participate in the project towards achieving defined goals
  • be flexible regarding participation in the project activities, especially in training which may be face to face and online.
  • continue research into additional AAC resources that can be adapted from the Global Symbols website and other sources
  • willing to work in groups with other participants, respecting diversity, including the potential range of digital skills.
  • be committed to the importance and possibilities of AAC.
  • be good communicators and share the knowledge and experience gained during the project in their work environment with their colleagues and parents of children who use AAC.

Technical Skills

Those participating will require a level of technical competence and experience suggests that common skills in using computers and tablet devices are needed. The project team should provide technical expertise to all stakeholders involved. It is important to create an atmosphere of mutual respect and honesty in the project. In addition, core team members and other training participants with fewer skills in using digital technologies should be made aware that the training is tailored to a baseline of technical skills, but that participants can access additional technical support as required.

See Also