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Supporting students with complex communication needs: special education teachers' reflections on their training
Miriam C Boesch1, M Alexandra Da Fonte2, Gillian C Neff2
1Department of Educational Psychology, University of North Texas, Denton, TX, USA.
Augmentative and Alternative Communication (Baltimore, Md. : 1985)
|January 18, 2025
Summary
Special education teachers need better training for supporting students with complex communication needs. Access to content and practice opportunities were identified as the most beneficial training components.
Area of Science:
- Special Education
- Communication Sciences
- Teacher Training
Background:
- Special education teachers often lack sufficient preparation in augmentative and alternative communication (AAC).
- Inadequate training creates barriers for students with complex communication needs (CCN) and their support teams.
Purpose of the Study:
- To identify the most beneficial components of special education teacher training for supporting students with CCN.
Main Methods:
- A nationwide survey was distributed to 792 special education teachers.
- The survey aimed to gather teachers' perspectives on their training effectiveness.
Main Results:
- Five key themes emerged from the teacher responses.
- The most beneficial training components reported were 'access to content' and 'opportunities to practice' AAC.
Conclusions:
- Teacher training programs should prioritize content accessibility and practical application of AAC strategies.
- Improving training can enhance support for students with CCN.
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