Preparing For Using Augmentative and Alternative Communication in Classrooms: Pre-Service Special Education Teachers’ Perceptions

Abstract

The purpose of this study was to examine pre-service special education teachers' perceptions regarding their skills and knowledge about the use of AAC, with respect to how well it prepared them to use AAC with students who have severe communication impairments. A descriptive research design was used to address the research questions. A total of 27 special education pre-service teachers (emphasized whether Early Childhood Special Education or Intellectual Disabilities) completed an online survey. The findings indicate that participants responded positively about their knowledge, ability, skills, and attitudes about teaching and using AAC for students with severe communication disabilities. However, the results found that the majority of participants felt their preparation programs were not adequate in preparing them to implement and use AAC in classrooms. Although the participants felt more confident in their ability to teach students who use AAC, the general consensus was that more preparation training would be helpful in the classroom and with the students themselves. More implications for practice and recommendations for future research are discussed.

Using the Model, Lead, and Test Technique and “GoTalk NOW” App to Teach Children With Intellectual and Developmental Delays to Correctly Request

“…Several studies have indicated that some students with developmental and intellectual disabilities suffer from a deficiency in the process of language communication, resulting in multiple problems in educating and interacting with them ( Aldabas, 2017 ). This has necessitated the development of many augmentative and alternative communication methods ( Ahlgrim-Delzell et al, 2014 ) to help pupils who lack spoken language skills by identifying appropriate and the most effective communication tools and approaches with the relevant educational strategies based on the needs of such individuals ( Herberg et al, 2011 ; Ruwe et al, 2011 ).…”

“…Augmentative and alternative communication includes all non-verbal communication methods for the purpose of encoding and exchanging messages. These approaches help individuals with severe communication disorders compensate for their inability to actively enhance their participation in various communicative interactions ( Wilder et al, 2015 ; Aldabas, 2017 ). These methods use diverse forms of communication such as gestures, body expressions, facial expressions, symbols, images, sound output devices, and other computer-based technologies in academic and social activities at school, home, and society ( Stancliffe et al, 2010 ; Mukhopadhyay and Nwaogu, 2013 ; Clinical Innovation and Governance, 2016 ).…”

“…Augmentative and alternative methods, which include the use of gestures, pictures, and/or voice communication, can provide these children with the ability to communicate more effectively. Moreover, effective interventions in augmentative and alternative approaches can play an important role in supporting cognitive, communication, and social development ( Thistle and McNaughton, 2015 ; Aldabas, 2017 ).…”