Culturally and linguistically diverse student and family perspectives of AAC

Abstract

Augmentative and alternative communication (AAC) devices are important for nonverbal students with disabilities to communicate with the verbal world. AAC devices provide access to academic and social opportunities for students with disabilities. With the changing demographics of schools and an emphasis on meaningful, culturally relevant instruction for all students, it is important to consider how AAC devices are utilized and perceived by individuals from culturally and linguistically diverse (CLD) backgrounds and their families. This paper reviewed empirical studies that addressed the perspectives and use of AAC devices by CLD students with disabilities and their families. A total of N = 11 studies were selected spanning almost two decades of research related to AAC use in culturally and linguistically diverse populations internationally. Discussions and implications highlight the need for a deeper understanding of culture and race as they inform instruction for AAC users with disabilities and additional current studies related to this critical topic within the field.

Implementing Aided Augmentative Communication Systems With Persons Having Complex Communicative Needs

“…Interventionists must address aspects of culture and linguistic diversity (CLD) when designing and implementing assessment and intervention procedures with people with CCNs. Effective support addressing CLD people with CCNs requires support and collaboration between parents and extended families in both native and English (Kulkarni & Parmar, 2017; Parette, Huer, & Scherer, 2004).…”

“…For example, in an AAC high-tech application, many languages are not available. Consequently, English is the language used by default ignoring the native language (Kulkarni & Parmar, 2017). Communicating with professionals may create challenges for many families as a result of cultural perceptions around questioning medical and educational professionals paired with alternative beliefs (Kulkarni & Parmar, 2017).…”

Multilingualism and augmentative and alternative communication in South Africa – Exploring the views of persons with complex communication needs

“…There is as yet a dearth of research in AAC implementation for multilingual clients (Kulkarni & Parmar 2017; Soto & Yu 2014). In spite of the prevalence of multilingualism amongst the general population as well as persons with communication disorders, studies in communication development, disorders and AAC have primarily focussed on monolingual populations and monolingual interventions (Kohnert 2013).…”

Innovations for Supporting Communication: Opportunities and Challenges for People with Complex Communication Needs

“…In one school-based study [23], students did not have access to their AAC system for almost half of all communication opportunities offered to them across a school day. Although tablet technologies have generally increased the aesthetic appeal of SGDs, acceptance of aided communication by key communication partners can still be difficult across a wide range of cultural groups [24, 25], and rates of device abandonment remain relatively high [26]. Finally, despite growing evidence to support effective use of aided communication, resources remain constrained in many contexts.…”