Abstract:

Promoting an inclusive culture and ensuring quality, equitable education with the aim of creating “lifelong learning opportunities for all” [1] requires planned action that considers individual differences by valuing the person's right to choose and self-determination in all aspects of life [2].
Certain circumstances, such as the presence of complex communication needs (CCN), can compromise the quality of relationships and learning, affecting students' well-being in school settings [3]. The Augmentative Alternative Communication approach can facilitate the acquisition of communication and interpersonal skills by creating opportunities for participation and access to disciplinary content [4]. The success of educational-didactic pathways focused on AAC needs to be supported by the creation of inclusive cultures, policies and practices and, therefore, by the activation of a plurality of human and professional resources that can prompt a real renewal of educational and social action. In this regard, Blackstone and Hunt Berg [5] theorized the Social Network (SN) model and identified the so-called “five circles of communicative partners” to indicate the people involved in the life of the individual with complex communicative needs [6]. The construction of intra- and extracurricular educational alliances [7] [8] constitutes an indispensable prerequisite in the preparation of a life project that, through a constant dialogue among the different communicative partners, can enable the building of a network of relationships, services and, more generally, actions useful for the inclusion of the individual with complex communicative needs.
The objective of this paper, therefore, is to highlight the inclusive potential of some interpretive models useful for the construction of this school-family pedagogical coalition, which is functional in fostering a solid and inclusive educational relationship with a view to an overall improvement in the quality of life of each and every person.

References:
[1] United Nations (2015). Transforming our World: the 2030 Agenda for Sustainable Development, https://sdgs.un.org/2030agenda
[2] Ryan, R.M, & Deci, E.L. (2000). Self-Determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55 (1), 68-78.
[3] Cafiero, J.M. (2005). Meaningful exchanges for people with autism: An introduction to AAC. Bethesda MD: Woodbine House.
[4] Beukelman, D.R. & Mirenda P., Augmentative and Alternative Communication. Supporting Children and Adults with Complex Communication Needs, Baltimore: Brookes, 2013.
[5] Blackstone, S. W, & Hunt Berg, M., (2003). Social Networks: A communication Inventory for Individuals with Complex Communication Needs and Their Communication partners. Monterey (CA): Augmentative Communication Inc.
[6] Blackstone, S. W. (2003). Social Networks, Augmentative Communication News, 15 (2), pp.1-16. (trad.it Gabriella Verruggio). Disponibile su: http://www.isaacitaly.it
[7] Epstein, J. L. (2001). Introduction to the special section. New directions for school, family, and community partnerships in middle and high schools. NASSP Bulletin, 85(627), pp. 3-6.
[8] Henderson, A.T., & Mapp, K.L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. National Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory.

Keywords:

Augmentative Alternative Communication (AAC), School-family alliance, Inclusion, Teacher education.