『Augmentative and Alternative Communication』 has attempted to introduce as much information as possible, considering the current lack of systematic materials explaining AAC in Korea, and has summarized the following information that teachers should know when applying augmentative and alternative communication to students with disabilities who have communication difficulties.

The first part explains the important basics of AAC, including the concepts and components, as well as diagnosis, assessment, and teaching strategies for using AAC.
In Chapter 1, it is important to have a precise conceptual understanding of AAC, so we introduced recent trends along with explanations of its definition, application, and effectiveness.
Chapter 2 explains the various symbol systems, assistive devices, and expressive techniques used in AAC, and Chapter 3 examines in detail the diagnostic process that allows us to determine AAC components to suit the needs of individual subjects.

Chapters 4 through 8 present information related to the implementation of AAC education in schools.
Chapter 4 examined preparation and teaching strategies for AAC education, and Chapter 5 provided a detailed explanation of 'Sondam', a hand gesture symbol developed in Korea.
Since its first development in 2018, Sondam has been used nationwide.
Chapter 6 examined how to provide AAC education in schools, and Chapter 7 explained the use of AAC in inclusive education situations.
Chapter 8 introduces the use of AAC in literacy learning and the integration of AAC in subject education, which has been recently emphasized in school settings and research papers.

In the final section, we looked at other important AAC-related issues, including challenging behaviors, AAC, collaboration with families, and AAC support for adults with disabilities.
Chapter 9, Challenging Behaviors and AAC, explains how to implement AAC interventions for challenging behaviors in communicative function.
For students with disabilities who experience difficulties due to challenging behaviors, AAC is a very important and effective intervention.
Chapter 10 introduces collaboration with families, and the final Chapter 11 examines the need for AAC support for adults with communication disorders and current issues.
Communication support is crucial for the self-determination and independent living of people with communication disorders. However, AAC support for adults with disabilities is still very limited compared to school education.