3d. Example - AAC Modules based on the first 3 European Qualifications Framework Levels.

Updated by Global Symbols with UNICEF ECARO

eu flag

The three knowledge and skill levels chosen are based on The European Qualifications Framework (EQF), that is "a common European reference framework whose purpose is to make qualifications more readable and understandable across different countries and systems."

Level 1

This course introduces the concept of AAC and how symbols can help those with limited or no speech and language skills. In addition, it touches on the involvement of communication partners and setting out on the AAC journey.


  • Understanding of a typical child’s speech and language development
  • Awareness of the types of AAC available for initial use.
  • Knowledge of Assistive Technologies provided to encourage communication.


  • Initial experience of using AAC symbols with those who require aided communication.
  • Use of AAC activities provided by others
  • Basic use of Assistive Technologies provided to encourage communication.

Level 2

This level explores the process of assessment, different frameworks, strategies for inclusion using the SETT Framework and the provision of classroom activities that reflect the use of AAC.


  • Recognition of the importance of communication partners and family
  • Understanding of the impact of speech and language impairments (sensory, physical and cognitive)
  • Awareness of individual AAC user needs for assessment purposes


  • Able to adapt Assistive Technologies and symbol presentation on boards and devices
  • Support AAC activities within the family’s daily life and school curriculum
  • Customise AAC/AT to different situations and user skills

Level 3

Level 3 provides practical ways of designing symbol sets, developing communication boards, vocabularies, reporting and planning for progression whilst evaluating outcomes.


  • Have a good understanding of communication difficulties related to the use of AAC
  • Understand the impact of a range of co-occurring physical, sensory and cognitive difficulties on learning and progression.
  • Able to Identify and report child’s needs with strategies required for progression


  • Share knowledge about the design and creation of different vocabulary boards
  • Advice about AT use for different strategies and skills
  • Implement and train others.
  • Evaluate progress, report and respond to outcomes.