Alternative Communication Overview

By: Carmen Willings
teachingvisuallyimpaired.com
Alternative communication encompasses the methods and tools that enable students who are blind or visually impaired to receive, process, and express information effectively. This includes tactile symbols, object symbols, braille, large print, auditory formats, and technology-assisted communication systems. When implemented intentionally, these strategies allow students to participate fully in classroom activities, access the curriculum, and interact with peers and adults independently. Effective instruction relies on a collaborative team approach, with the TVI, classroom teachers, therapists, paraprofessionals, and families working together to embed communication strategies across various settings consistently.

Intentional Movement

Intentional movement supports meaningful interactions between students and their environment. Whether reaching for a tactile symbol, exploring literacy objects, or manipulating materials in an active learning area, students progress through predictable stages of physical and cognitive engagement. Teams can interpret behaviors, adjust instruction, and provide support tailored to each stage of development.

Dynamic Learning Circle

Developed by Dr. Lilli Nielsen, the Dynamic Learning Circle provides a framework to observe and support a learner’s engagement with their environment. By identifying a student’s current stage, educators and caregivers can provide appropriate challenges and support to promote meaningful participation, particularly for students with visual impairments and multiple disabilities.

Individual Schedules

Individualized schedules and communication systems help students understand daily routines and manage transitions. Schedules should be multi-sensory, reflecting each student’s visual, motor, cognitive, and communication needs.

Transition Between Activities

Transitions can be stressful for students with visual impairments. Teams should provide calm, clear verbal prompts and tactile or auditory cues to prepare students for change. Consistent routines help reduce anxiety and increase participation during transitions.

Arrival & Departure Routines

Predictable routines support skill development, communication, and independence. Clear beginnings and endings allow for modeling target vocabulary and reinforcing skills. Teams should encourage students to generalize learned routines across settings.

Anticipation Schedules

Anticipation schedules, such as calendar boxes or object schedules, help students predict daily activities, reduce anxiety, and develop emerging literacy, communication, and sequencing skills. These schedules provide repeated opportunities for meaningful vocabulary exposure and participation.

Cues and Prompts

Using a combination of touch, sensory, and object cues helps students anticipate expectations and navigate activities. Teams collaborate to implement prompts consistently, supporting independence and comprehension.

Using Routines

Structured, predictable routines embedded in natural, functional, and age-appropriate activities foster engagement and independence. Teams should ensure routines are consistent across classroom, home, and community environments.

​Switch Access

Switch-activated items promote active participation and teach cause-and-effect relationships. TVIs provide instruction, classroom teachers embed switches into lessons, and families reinforce practice at home.

Role Enrichment

Team members benefit from understanding the roles, terminology, and strategies used by colleagues. Collaborative learning strengthens support for students, encourages shared decision-making, and ensures a comprehensive approach to instruction.

Cause & Effect Apps

Interactive apps develop early technology skills, decision-making, and understanding of cause and effect. TVIs introduce apps and monitor progress, classroom teachers integrate them into lessons, and families support practice at home.

​Sound Making Apps

Apps that allow students to generate sounds foster auditory discrimination, creativity, and engagement. TVIs design sound-based activities, teachers embed them into lessons, and families encourage continued practice outside school.
Alternative communication strategies, when implemented intentionally and collaboratively, help students who are blind or visually impaired communicate, participate, and navigate their environments with confidence. Embedding these strategies across classroom, home, and community settings maximizes ECC outcomes and lays the foundation for independence, engagement, and lifelong success.

ECC Instruction

Teaching Strategies
Compensatory
Concept Development
Alternative Communication
Emergent Literacy
Beginning Braille​
Braille Code
Braille Fluency & Comprehension
Braillewriter
​​Slate & Stylus
​​Tactile Graphics
​Nemeth Code
Access Classes
​Abacus 
​Organize​
​Study Skills
​Time Management
​​​​Listening Skills
Sensory Efficiency
Support Sensory Needs
​Auditory Efficiency Visual Efficiency Skills ​​Optical Device Use
Tactile Readiness
Assistive Technology
Social Skills
​Non-Verbal Skills​​​​ ​Communicate Cooperative Identity ​Interactions
Self Determination
independent living
Personal Care
Hygiene & Grooming
Personal Health
Eating & Table Manners
Household Skills
Shopping & Consumerism
Clothing Management
Telephone
 Food Preparation
Money & Budget
Services
​Safety
Orientation & Mobility
Recreation & Leisure
Career & Vocational