Implementation of augmentative and alternative communication in South African rural special schools

Augmentative and Alternative Communication (AAC) is a critical aspect when ensuring learning and participation in children with complex communication needs. Several studies focused on the use of AAC in well-advanced classrooms; however, less is known about AAC implementation in a rural school setting. This study adopted a qualitative approach. Purposive sampling was used to recruit 21 teachers as participants from two special schools in Mpumalanga Province, South Africa. Data collection involved focus group interviews, and thematic analysis was conducted. The findings shed light on several factors negatively affecting the use of AAC in schools. A lack of support from stakeholders, diversity of learner population, overcrowded classrooms, and limited AAC resources emerged as some of the significant factors affecting the use of AAC in the schools. Upholding effective educational support for children with complex communication needs requires not only training for teachers, but prioritizing other factors, such as the availability of necessary educational resources, and promoting collaboration among stakeholders.