Supporting students with complex communication needs: special education teachers' reflections on their training

Special education teachers support students with complex communication needs across the day. Yet, evidence suggests that these professionals are entering the field without being fully prepared to support these students by having the knowledge and skill to implement augmentative and alternative communication practices. The lack of preparedness from these professionals creates barriers for students with complex communication needs, their families, and other team members. To gather information from special education teachers' point of view, a nationwide survey was disseminated with the purpose of identifying the most beneficial component of their training to support students with complex communication needs. Five themes were identified from the views of 792 special education teachers, with the most beneficial components of their training consisting of 'access to content,' followed by 'opportunities to practice.' Recommendations, practical implications, and future research directions are discussed.