Complex communication needs (CCN) is the term coined in 2002 by the president of the International Society for Augmentative and Alternative Communication to refer to various conditions and resulting severe communication problems that make it difficult or impossible to use speech. People with NCC require augmentative and alternative communication (AAC) systems to satisfy all dimensions of communication.

The communicative possibilities offered by AAC assistive technology are greatly expanded when the code is alphabetic. With only 27 symbols the person with NCC will be able to communicate unlimitedly and independently. Writing opens doors to conventional writing functions, more comprehensible and self-initiated interactions and self-expression. In addition, written communication is the most widely used vehicle in education for teaching and transmitting culture, providing the key to other learning. 

It is not surprising that the field of AAC claims the critical and prioritized nature of the attainment of literacy skills. Since it is so necessary to master these communicative processes, it is a fact that reading and writing are neglected in the teaching and experience of those who need AAC, a fact attributable to the so-called "opportunity barriers". Figures on reading and writing achievement are pessimistic for children with NCC.

This expert panel of four women experts in AAC and different aspects of literacy will focus their input on written communication supports for individuals with CKD and on breaking down identified barriers to the attainment of literacy skills, including restricted knowledge of the world due to limited experiences, limited exposure to varied activities related to stories and written materials due to access issues, inadequate or insufficient teaching of written language, and few opportunities to use written language in varied and meaningful ways.