Integrating Augmentative and Alternative Communication (AAC) into Music Therapy Practice: Disability Affirming Applications

Allison Fuller; Anita Swanson

doi:10.15845/voices.v26i1.4667

Authors

Allison Fuller School of Arts, Western Sydney University, Sydney, Australia https://orcid.org/0000-0001-8496-6766
Anita Swanson Texas Center for Disability Studies, University of Texas, Austin, USA https://orcid.org/0009-0005-2612-9077

DOI:

https://doi.org/10.15845/voices.v26i1.4667

Keywords:

augmentative and alternative communication (AAC), biopsychosocial model, interdisciplinary collaboration, music therapy, social model of disability, Universal Design for Learning (UDL)

Abstract

Augmentative and Alternative Communication (AAC) is increasingly recognised as an essential tool for supporting people with communication access needs, including within music therapy. AAC includes a variety of methods that enhance or serve as spoken communication, functioning as either a supplementary (augmentative) tool or a primary (alternative) communication approach. Integrating AAC into music therapy practice fosters disability-affirming practice by reducing communication barriers and creating accessible, inclusive spaces for self-expression and autonomy. This position paper explores the theoretical and practical intersections of AAC and music therapy through the lens of the biopsychosocial model, the social model of disability and the principles of Universal Design for Learning, illustrating how music therapists can actively contribute to dismantling systemic barriers through disability-affirming practice. We advocate for embedding AAC into music therapy higher degree education, further professional development opportunities, increased interdisciplinary collaboration, and the adoption of disability-affirming practices in order to further the integration of AAC into music therapy praxis. Our perspective is informed by our positioning as music therapy academics and practitioners with sustained engagement in AAC across practice, education and collaborative contexts.

Author Biographies

Allison Fuller, School of Arts, Western Sydney University, Sydney, Australia

Al Fuller, PhD, RMT, is a senior lecturer and program lead for the Master of Creative Music Therapy (MCMT) at Western Sydney University. As a Registered Music Therapist for 30 years, Al’s practice and research span child, adolescent, and adult contexts across neurodiversity, disability, rehabilitation, and aged care. Her work emphasises familycentred and culture-centred approaches, inclusive practice, and the use of innovative technologies to support communication and participation in music therapy. She is also committed to strengthening practice-based learning and equitable access in music therapy higher education.

Anita Swanson, Texas Center for Disability Studies, University of Texas, Austin, USA

Anita Swanson, PhD, MT-BC, is project manager at the Technology Access Program at The University of Texas. A Board-certified Music Therapist for approximately 25 years, she has experience as a clinician and professor of music therapy. Her work supports diverse populations, including autistic individuals, people with developmental and intellectual disabilities, and adults with neurological challenges, often through the use of assistive technology and AAC. Her research interests include communication, interprofessional education, and culturally responsive music therapy.

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Integrating Augmentative and Alternative Communication (AAC) into Music Therapy Practice

Disability Affirming Applications

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DOI:

Keywords:

Abstract

Author Biographies

Allison Fuller, School of Arts, Western Sydney University, Sydney, Australia

Anita Swanson, Texas Center for Disability Studies, University of Texas, Austin, USA

References

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