AAC and Sign Language for Kids
Many children communicate in more than one way. Signs can sometimes work alongside speech, gestures, pictures, communication boards, and AAC devices when the child and support team choose them intentionally.
Important: This page is educational and not a substitute for an AAC evaluation, speech-language therapy, Deaf education, medical advice, or an IEP/therapy plan. If a child uses AAC or may need AAC, work with a speech-language pathologist and the child’s support team.
What does AAC mean?
AAC stands for augmentative and alternative communication. Augmentative communication adds to speech. Alternative communication is used instead of speech when speech is not reliable. AAC can be high-tech, low-tech, or no-tech: speech-generating devices, tablets, communication boards, picture cards, objects, gestures, facial expressions, body language, and manual signs.
ASHA describes AAC as multimodal. That means a child does not have to choose one communication method forever. A child may use speech in some situations, signs with family, pictures during routines, and a device at school or in the community.
Body-based communication
Gestures, facial expression, pointing, body movement, vocalizations, and manual signs do not require a device or printed material.
External supports
Picture cards, visual schedules, communication books, tablets, and speech-generating devices give a child another way to express messages.
Use what works
The same child may use more than one method depending on the person, place, message, energy level, and communication partner.
Signs should not compete with AAC
If a child already uses AAC, do not hide the device or require signs before giving access to communication. Instead, model the same word across methods: say “help,” sign help, point to a help picture, and show the help button. The child can answer with the method that works best in that moment.
Good signs to pair with AAC
Choose words that appear in the child’s daily life and, when possible, already exist in their AAC system. Start with core messages and high-use routines.
| AAC vocabulary area | Signs to model | How to pair them |
|---|---|---|
| Requests | More, help, want, open | Show the AAC word and sign during snacks, toys, books, and activities. |
| Refusal and control | No, stop, all done, break | Honor the message when safe. A child needs reliable ways to refuse or pause. |
| Feelings and body | Happy, sad, mad, hurt, sick, tired | Pair signs with emotion cards, body pictures, or AAC feelings pages. |
| Care routines | Bathroom, clean, bath, sleep | Use during predictable care routines and visual schedules. |
| Social connection | Hi, bye, play, book, I love you | Use with greetings, family routines, stories, and turn-taking. |
| Transitions | Wait, go, finished, school, home | Pair with first-then boards, schedules, classroom routines, and travel. |
How to use signs with an AAC plan
- Ask the SLP which signs match the AAC goals. Start with vocabulary the child already needs.
- Keep the AAC system available. Do not remove a device, board, or cards to force signing.
- Model more than one method. Speak, sign, point, and show the AAC word without demanding a specific response.
- Watch motor access. Some signs may be hard for children with motor planning, tone, fatigue, or hand-use differences.
- Respect the child’s best communication. A device answer, picture point, gesture, vocalization, sign, or word can all be valid.
When signs may be especially useful
When hands are free
A child might sign help, stop, more, or all done when a device is not nearby, a picture is missing, or the moment is fast.
With familiar partners
Families and teachers who understand the signs can respond quickly during meals, care, transitions, and play.
During repeated routines
Signs are easiest to learn when the same word appears every day: snack, bathroom, cleanup, break, and bedtime.
When signs may not be enough
Signs require visual attention, motor access, and communication partners who understand them. Some children may need picture-based AAC, eye-gaze access, switch access, auditory scanning, partner-assisted scanning, a speech-generating device, or another support. Signs can be one tool, but they should not be the only tool if the child needs a broader communication system.
Helpful ASL Kids resources
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Trusted sources
Supporting a deaf or hard-of-hearing child?
Use the ASL for Parents of Deaf Children guide to start a family ASL path with first signs, app practice, parent course options, and trusted support resources.
Print the 30-day family ASL plan
Use the free printable to choose first signs, build a daily ASL habit, share signs with caregivers, and support a deaf or hard-of-hearing child at home.
Hearing access, ASL, and classroom support
If your child uses hearing aids, cochlear processors, captions, ASL, or classroom hearing technology, these guides can help you build a stronger access plan.
Learning ASL as a family?
The ASL for Families guide gives parents, kids, siblings, grandparents, and teachers a practical path: app videos, daily routine signs, a 30-day printable plan, and course options when you need more structure.
Teaching ASL to preschoolers?
The ASL Course for Preschoolers guide helps parents and teachers choose an app-first routine path, preschool curriculum, adult course support, printables, and classroom materials without pushing a formal child course too early.