Background and Objectives: Cultural appropriateness of AAC vocabulary and graphic representation is an important characteristic of the line-drawing AAC symbol system. The purpose of this study was to develop a graphic symbol system which reflect Korean culture of school and life in general. Method: Korean AAC vocabulary set was developed by analyzing various high-tech communication devices and symbol software as well as collecting age specific vocabulary for children, school-aged students, and adults with disabilities. color line drawing graphic symbols were designed for the AAC vocabulary set and were verified multiple times by professionals such as special educators and SLPs who had extensive teaching experience with students with complex communication difficulties. Results: About 10,000 graphic symbols were developed and high validity score was obtained. Conclusion: The development of Ewha-AAC symbol system is meaningful in consideration of age range and cultural context as well as having balance between situational vocabulary and developmental vocabulary. Further study is recommended for symbol iconicity and expansion.

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Background and Objectives: The purpose of this study was to investigate the change students’ communication behaviors and the change teaching efficacy as a result of the provision of AAC support in special school for physical and multiple disabilities. Methods: This study used multiple case study methods. A total of 7 teachers, including teachers in charge of AAC intervention group (basic communication group and symbolic communication group) and students who were selected as target students in the two classes, were intensively consulted once a week. Results: Two of the students in the basic communication group were able to communicate with the conversation partner using the gesture dictionary. In addition, the three students who applied the symbolic communication system improved the language selection ability enough to select 2 to 12 vocabularies. Second, teachers showed a changed perception that AAC consulting has a very positive effect. However, there is limit of support school. Based on the that teachers need to have the expertise to support AAC, they will build up their expertise through the learning community in the future. Conclusions: We discussed the positive effects and limitations of AAC consulting, how to overcome development of support manuals and reinforcement of teacher training so that AAC can be supported at the school level in the future.