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Updated: Feb 26, 2026
07:37
Assessment and Communication for People with Disorders of Consciousness
Published on: August 1, 2017
9.7K
National survey describing and quantifying students with communication needs.
Natalie R Andzik1, John M Schaefer2, Robert T Nichols3
1a Department of Special and Early Education , Northern Illinois University , DeKalb , IL , USA.
Developmental Neurorehabilitation
|July 21, 2017
Summary
Most students with disabilities using alternative and augmentative communication (AAC) are not proficient communicators. Special educators report varied training and support strategies for these students nationwide.
Area of Science:
- Special Education
- Communication Sciences and Disorders
- Assistive Technology
Background:
- Limited research quantifies support for students with complex communication needs.
- Understanding special educator preparation for supporting these students is lacking.
Purpose of the Study:
- To survey special educators on their preparation and classroom support strategies for students with complex communication needs.
- To describe the communicative and behavioral characteristics of students relying on alternative and augmentative communication (AAC).
Main Methods:
- A national survey of over 4,000 special educators across 50 states.
- Data collected on 15,643 students, focusing on communication modes, AAC use, and teacher training.
Main Results:
- Speech was the primary communication mode for most students.
- Over half of students using AAC demonstrated non-proficient communication.
- Significant variation existed in teacher training and implemented support strategies.
Conclusions:
- A national majority of students with disabilities using AAC experience proficient communication challenges.
- Findings highlight critical gaps in special educator training and support for AAC users.
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