Augmentative and Alternative Communication in the Classroom: Teacher Practices and Experiences

Area of Science:

• Special Education
• Assistive Technology
• Communication Sciences

Background:

• Augmentative and Alternative Communication (AAC) supports individuals with complex communication needs.
• Speech-Generating Devices (SGDs) are a key component of AAC implementation.
• Teacher perspectives are vital for successful integration of AAC in educational settings.

Purpose of the Study:

• To explore the practices and experiences of teachers supporting students who use AAC, specifically SGDs.
• To identify challenges and effective strategies employed by these educators.
• To understand teachers' beliefs regarding AAC implementation and the educational system.

Main Methods:

• A qualitative research approach was utilized.
• Semistructured interviews were conducted with nine teachers from four countries.
• Data were analyzed using inductive coding to identify descriptive themes.

Main Results:

• Three major themes emerged: teaching experience, teaching practices, and overarching views.
• Teaching experience encompassed teachers' roles, collaboration, knowledge, and challenges.
• Teaching practices covered curriculum, planning, materials, strategies, and assessment for students using SGDs.

Conclusions:

• Teachers' insights offer valuable considerations for speech-language pathologists supporting AAC users.
• Findings emphasize the importance of collaborative relationships between educators and therapists.
• Educational placement significantly influences teacher experiences and student outcomes in AAC.