Augmentative and Alternative Communication (AAC) refers to systems and techniques that support individuals with oral communication difficulties by providing alternative means to express their ideas, needs, and emotions (Carvajal et al., 2020; Elsahar et al., 2019). These systems are essential for people with conditions such as Autism Spectrum Disorder (ASD), as they promote greater social inclusion and communicative independence (Shea et al., 2021). Typically, AAC systems enable users to build sentences or messages through pictograms, images, or words, which are displayed on an electronic device such as a tablet or smartphone (Franco et al., 2018).

In educational contexts, AAC plays a fundamental role in promoting equity in the teaching-learning process, especially for students with complex communication needs. By offering alternative means of expression and understanding, AAC allows these students to participate more actively in school activities, interact with teachers and peers, and demonstrate their knowledge in ways that align with their abilities (Beukelman & Light, 2013; Light & McNaughton, 2019). Furthermore, the use of assistive technologies based on AAC can facilitate the development of linguistic, cognitive, and social skills, contributing directly to academic success and the full inclusion of these students in the school environment (McCarty & Light, 2022).

One of the challenges in developing AAC systems is ensuring they are accessible, intuitive, and effective for their users. In this regard, usability directly impacts individuals' ability to interact efficiently with technology and avoid frustration (Hiryanto et al., 2023). Moreover, poorly designed interfaces can hinder adoption and consistent use of such systems, compromising their benefits (Wendt et al., 2020).

Recent literature presents various approaches to improving user experience in AAC systems, including interface personalization, integration of emerging technologies, and interdisciplinary collaboration among developers, therapists, and caregivers (Sitbon et al., 2024). However, gaps remain in understanding the most effective methods for optimizing usability and in evaluating the efficacy of these systems in real-world contexts.

This article aims to review the methods used to improve user experience (UX) in AAC systems, investigating design approaches, challenges, and opportunities for implementation. It also discusses the relevance of usability in evaluating these systems, providing an overview of the strategies adopted to optimize interaction with end users.

Keywords: AAC, User Experience, special education.