AAC and Digital Image Literacy: Advancing Inclusive Education through Multimodal Communication

Abstract Purpose of Review The aim of this narrative review is to examine how augmentative and alternative communication (AAC) can be incorporated into digital image literacy for learners with complex communication needs. It explores how self-produced films can function as AAC-supported tools for sharing personal experiences and fostering inclusion and narrative development, with potentially transformative results. Recent Findings Digital image literacy offers new opportunities for the integration of AAC into the inclusive education domain, particularly as it embeds within national curricula. Widely available technologies, such as tablets and smartphones, enable today’s learners to document their lives through digital film media and photography, to create personalized resources for use in everyday story sharing. This study synthesizes theoretical and pedagogical approaches that align these multimodal media technologies with broader language education objectives for inclusive education. Summary Learners with complex communication needs produce their own films to bridge home and school contexts, thereby fostering digital image literacy and expressive communication skills. Future research should explore multimodal media production as a form of AAC supporting inclusive language pedagogy and story sharing.