Service Providers' Experiences and Challenges in Teaching Writing to Students Using Augmentative and Alternative...

Area of Science:

• Augmentative and Alternative Communication (AAC)
• Written Expression Development
• Special Education

Background:

• Written expression is a vital life skill for all individuals, including those using augmentative and alternative communication (AAC).
• The instruction of spelling and written expression for AAC users is an underexplored area in current research.
• Understanding service providers' experiences is key to improving educational outcomes for AAC users.

Purpose of the Study:

• To explore service providers' experiences teaching spelling and written expression to students who use AAC.
• To identify current barriers and perspectives of professionals working with AAC users.
• To inform future research and professional development in AAC writing instruction.

Main Methods:

• A qualitative study employing three focus groups with 18 service providers (special education teachers, SLPs, OTs).
• Data collection focused on lived experiences, current practices, barriers, and perceived needs.
• Inductive analysis using a six-step approach to identify key themes.

Main Results:

• Five major themes emerged: importance of writing, supports, collaboration, instruction, and training.
• Service providers universally recognized the critical role of written expression for AAC users' communication.
• While various supports and collaborative strategies were shared, a significant need for enhanced professional development and training was identified.

Conclusions:

• Service providers acknowledge the importance of written expression for AAC users but face significant barriers.
• Current approaches and identified barriers highlight the need for further research and development to optimize outcomes for AAC users.
• Enhanced training and support are crucial for equipping professionals to effectively teach writing skills to students using AAC.