Forgotten Cultures Platform

Augmentative and Alternative Communication (AAC) has emerged as an essential field in supporting neurodivergent children and others with speech impairments across the world. However, most AAC systems have been designed within Western cultural and linguistic frameworks, which can inadvertently marginalize communities with distinct traditions, values, and worldviews.

This paper explores a culturally embedded AAC approach tailored for Mayan children in Guatemala, integrating elements of ancient Mayan hieroglyphs into pictographic communication systems. Inspired by the PictoAndes project (Carrión-Toro et al., 2025), which demonstrated the value of culturally adapted pictograms in the Andean region, this study examines how symbolic continuity can support both communicative development and cultural preservation for children in K'iche' and Q'eqchi'-speaking communities.

AAC systems encompass a wide range of tools, from low-tech picture cards to high-tech digital applications, that aid individuals with speech difficulties in expressing themselves. Research consistently shows that AAC supports communication, social interaction, and academic development, particularly for children with autism spectrum disorder and other speech delays.

Yet, the effectiveness of AAC often depends on the cultural and linguistic context in which it is deployed. In marginalized or indigenous communities, imported AAC tools often fail to reflect daily practices, familial structures, or symbolic systems. This mismatch can result in limited adoption and hinder children's engagement.

By adapting simplified hieroglyphs for AAC systems, there is potential to create communication tools that are both practical and culturally resonant. The PictoAndes framework addressed similar issues by developing pictograms grounded in Andean cultural knowledge, highlighting the importance of culturally responsive AAC design.

The project adopted a participatory design methodology, involving caregivers, educators, linguists, and cultural practitioners from K'iche' and Q'eqchi' communities. This collaborative approach ensured that the resulting AAC system was not imposed from outside but co-created with local stakeholders.

The final system integrated modern AAC-style icons with adapted hieroglyphs. For example, "mother" and "father" were represented by simplified family icons enhanced with glyph-inspired details. Natural elements like rain, corn, and the moon drew directly from hieroglyphic tradition, providing children with culturally resonant tools to express needs, feelings, and narratives.

The findings underscore the importance of cultural embedding in AAC design. While standard pictographic systems offer functional benefits, they often lack the resonance needed in marginalized communities. By integrating Mayan hieroglyphs, the project achieved more than improved communication—it facilitated cultural pride and intergenerational continuity.

This dual role has significant implications for inclusive education and healthcare. It demonstrates that communication tools should not be culturally neutral; rather, they must reflect the lived realities of their users. In Guatemala, where indigenous communities have historically faced linguistic and cultural marginalization, such approaches can contribute to empowerment and resilience.

This study demonstrates the potential of integrating Mayan hieroglyphs into AAC systems for neurodivergent and speech-impaired children in Guatemala. By grounding communication tools in indigenous visual traditions, the project not only improved communicative outcomes but also reinforced cultural pride and intergenerational bonds.