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Summary

Malaysian teachers support students with complex communication needs using augmentative and alternative communication (AAC). While most have positive views, limited knowledge and training hinder effective AAC implementation.

Keywords:
Augmentative and alternative communicationcomplex communication needsdevelopmental disabilitieslow-and middle-income countriesmixed methodsteachers

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Area of Science:

  • Speech and Language Therapy
  • Special Education
  • Educational Psychology

Background:

  • Teachers are crucial for implementing augmentative and alternative communication (AAC).
  • Students with complex communication needs (CCN) require effective AAC strategies.
  • Understanding teachers' perspectives is vital for successful AAC integration in Malaysian schools.

Purpose of the Study:

  • To explore Malaysian teachers' current use of AAC.
  • To investigate teachers' experiences and perceptions regarding AAC.
  • To identify challenges and training needs for AAC implementation.

Main Methods:

  • A two-phase, mixed-methods approach was employed.
  • Phase 1: Nationwide questionnaire survey with 252 teachers.
  • Phase 2: Semi-structured interviews with 13 experienced teachers.

Main Results:

  • Approximately 50% of teachers reported knowledge and use of AAC.
  • Most teachers held positive perceptions of AAC, but some misconceptions exist.
  • Limited teacher knowledge about AAC led to support difficulties; high motivation for training was noted.

Conclusions:

  • Teachers require enhanced AAC knowledge and practical skills.
  • Targeted professional development is essential to improve AAC support for students with CCN.
  • Addressing misconceptions and providing adequate training can enhance AAC effectiveness in Malaysia.