The article that Marc Monfort wrote, some time ago, explains this communication to us. Given its length and density, we have decided to divide it into three parts to make it easier to read. In the first part we will define Bimodal Communication (CB), its main objective and the different application modalities. The nature of the subsequent facilitative effect on speech development will be discussed later. And finally, the benefits of using CB and the difficulties that may be encountered in its introduction will be discussed. DEFINITION, OBJECTIVE AND MODALITIES OF APPLICATION We can define Bimodal Communication as the augmentative communication system most used in populations of children with Intellectual Disability, Specific Language Disorder and Autism Spectrum Disorder, with little or no oral language. It consists of the people around them using, in parallel to speech, manual signs that visualize each of the words they say. These are usually extracted from Sign Language, used by the deaf community. We may need to adapt the original signs due to the possible motor difficulties that each individual presents, creating individual signed dialects for each person. Consequently, the concept of Bimodal Communication does not refer to a fixed set of signs or its own implementation methodology, but rather it is a type of communicative strategy, which is usually adapted depending on the person. Thus, it is a generic concept that encompasses any program that fuses the use of manual signs with language, as well as possible adaptations of strategies. The main objective is to prevent the inevitable gap between age and their abilities to use oral language from harming their development, resorting to a communicative system that ensures better social and emotional integration, that allows learning to advance and that, at the same time, accelerate the emergence of oral language. People who have mild or moderate intellectual disabilities, without alterations in behavior or personality, also patients with SLI or motor disabilities, usually follow a very functional model based on the natural use of bimodal communication by the adults in the environment, stimulating its imitation and expressive use as is done for the acquisition of oral language. In case of significant limitations in motor coordination, it is often necessary to add physical shaping procedures and/or provide parallel training of the motor skills necessary to perform the signs. If the patient's cognitive capacity is more limited or if their social behavior is also affected (as in the case of Autism Spectrum Disorder), it is necessary to go through a more directive first phase, more based on conditioning and molding. Text adapted by MARIONA ALSEDÀ FLORENSA – Speech Therapist, Special Education Teacher and Psychopedagogue Source: http://www.asociacionalanda.org/pdf/articulos/LA%20COMUNICACION_BIMODAL_MONFORT.pdf