“Take me seriously, talk to me, ask me questions, and listen when I speak”. An empirical analysis of experiences with AAC in young adults’ educational and social interactions

This study investigated the experiences of young adults who rely on augmentative and alternative communication (AAC) with a focus on how interactional dynamics influence their sense of inclusion and recognition in everyday conversations. Despite increasing awareness of the importance of communication rights for individuals with complex communication needs, a research gap remains relative to the lived experiences of young-adult AAC users. The study was based on nine in-depth, semi-structured interviews conducted with both AAC users and communication partners. Thematic analysis revealed three core empirical categories-equal dialogue, competence, and integrated use of AAC-that reflected the conditions under which the AAC users perceived communicative interaction as meaningful and empowering. The analysis relied on the theoretical frameworks of inclusion factors and social learning theory with particular emphasis on the concepts of self-efficacy and communicative interaction. The results suggested that young-adult AAC users feel most recognized and understood when they are actively included as equal participants in conversations. This sense of inclusion is facilitated by communication partners who demonstrate patience, a willingness to understand, and sensitivity to nonverbal cues. The study highlights the critical roles of communication partners' competence and attitudes in shaping whether AAC becomes a functional and inclusive tool for interaction. The practical implications underscore the need for targeted training and awareness-raising among communication partners to ensure that AAC is available and effectively integrated into young adults' social lives. These findings contribute to the growing body of research advocating for more inclusive communicative environments and offer valuable user perspectives.