JAASEP FALL 2025 Part 10 of 10
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AAC devices are vital in supporting special education and serve as a lifeline to people with communication impairments. They provide them with the means of expression, relating with others and becoming independent. AAC devices include simple picture boards to advanced speech-generating technology; these tools enable learners with different requirements to access education and participate in social activities (Beukelman & Light, 2020).
Teachers learn the use of devices that match his or her students’ distinct communicative needs within their academic environment (Locke & Mirenda, 1992). Moreover, they need to continually assess instruction and model effective incorporation (Blackstone et al., 2007). The teacher serves as an advocate who makes sure all students have everything they need to participate and engage in the curriculum and other classroom activities.
Initial teacher training typically offers an overview of different AAC types, basic operational principles and ways courses and webinars offer flexible options to improve skills and knowledge among teachers. These platforms usually feature troubleshooting modules, customization of classroom devices, and new developments within AAC to effectively use them in class.
Abstract
This study investigates special education teachers’ perceptions of the effectiveness of support and training received while working with Augmentative and Alternative Communication (AAC) device users. The research evaluates important components of AAC implementation, such as the range of support available, quality of training programs, degrees of adaptation, and levels of inter-professional support from a teacher’s perspective. The conclusions drawn from this study indicate a need for continuous professional development, which necessitates personalized, individual training approaches and interdisciplinary collaboration to enhance the use of AAC devices. The study also confirms that individualized training is crucial in meeting the unique requirements of AAC users and special education teachers. These findings are meaningful in understanding AAC device use in special education classes, leading to appropriate interventions and improved communication outcomes among individuals using low- and high-tech devices.