The inclusive function of the social network in the AAC educational project

Complex communication needs can compromise the quality of a person's relationships with their living environment and affect well‐being and social participation. Augmentative and Alternative Communication can promote, from very early childhood, the acquisition of communication skills and facilitate learning and relationships. However, the success of psychoeducational intervention is the result of the enhancement of the territorial dimension and the interaction between multiple experts. Even in the school context, a network of relationships should be built supporting the pupil and his family and guaranteeing a constant comparison between the different communication partners with the aim to develop a life project that is centered both on the person and on the social community.