Current research on reading aloud has highlighted numerous benefits for children of all ages, underlining how these experiences can contribute to the development of cognitive functions and creativity, the building of language skills, and the gradual building of pro-social behaviour and personal and interpersonal skills. However, the presence of disability conditions that impede the acquisition of verbal language and the development of functional communication skills in interactions with others may hinder children's participation in independent or shared reading experiences. The Augmentative Alternative Communication (AAC) approach, through the use of picture books in symbols and the use of specific modelling strategies for reading, can expand the opportunities for engagement and learning for each child with complex communication needs (CCN). In this paper, we propose a description of the project of translating the fairy tale ‘Trotula and the Enchanted Garden’ into symbols and the inclusive opportunities that can result from its use in formal and informal contexts.

Keywords: Augmentative Alternative Communication, Inclusive Book, Inclusion, Didactics.