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Building Capacity for Bilingual Augmentative and Alternative Communication: Insights From Professional Learning

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Participation in a professional learning community (PLC) improved augmentative and alternative communication (AAC) professionals' development and service delivery for bilingual children. Professionals reported enhanced confidence and increased family engagement in AAC use.

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Area of Science:

  • Speech and Language Pathology
  • Special Education
  • Professional Development

Background:

  • Augmentative and Alternative Communication (AAC) is crucial for bilingual children with communication impairments.
  • Professional Learning Communities (PLCs) offer a collaborative framework for educators to enhance practice.
  • Limited research exists on the impact of PLCs specifically for AAC professionals serving bilingual populations.

Purpose of the Study:

  • To examine AAC professionals' perceptions of their professional development.
  • To investigate the impact of a PLC on learning environments for bilingual AAC service delivery.
  • To understand changes in family and child engagement with bilingual AAC.

Main Methods:

  • A 10-month action research framework was employed with 15 AAC professionals in the US.
  • Data collection involved recorded online PLC meetings and reflective questionnaires.
  • Thematic analysis was used to interpret participants' perspectives on PLC impact.

Main Results:

  • Professionals reported increased confidence, accountability, and mindset shifts in advocating for bilingual AAC.
  • Learning environments showed increased staff awareness and varied incorporation of bilingual AAC.
  • Some families demonstrated greater engagement and enthusiasm for AAC use, with varied home language incorporation by students.

Conclusions:

  • Collaborative PLCs can foster professional growth and improve bilingual AAC service delivery.
  • PLCs may enhance family and student engagement in bilingual AAC interventions.
  • Further research is needed on PLC scalability and long-term outcomes in AAC.