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Journal Article
Teacher perspectives on the use of augmentative and alternative communication systems for learners with complex communication needs
Author(s): Nzima, Dumisani; Mudau, Sondaha Petrus
Keywords: Alternative communication tools Augmentative and alternative communication Classroom practice Complex communication needs Qualitative Rural areas Special school Special school teachers Teacher perspectives Training
Faculty: Faculty of Education
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Abstract: For learners with complex communication needs (CCN), teachers in special schools are encouraged to use a variety of communication techniques to help them participate in various classroom activities. Studies show limited data on the use of effective augmentative and alternative communication (AAC) strategies in special schools. The primary purpose of this study was to describe teacher perspectives on the use of AAC devices that they use in their classrooms in rural areas. We employed a qualitative methodology that included in-person interviews and focus groups. The focus group and face-to-face sessions each had 3 and 8 participants, respectively. Three main themes, namely modes of communication, training, and challenges and 12 subthemes were identified. We found that teachers employed pictures to improve communication of learners with CCN. We also discovered that since teachers didn’t use speech generating devices (SGD) frequently, they had trouble using them. The use of SGDs, one of the assistive technology tools that could be used to improve communication of learners with CCN, requires extensive teacher training, according to research. Further research is required to establish the efficacy on the use of AAC devices in special schools in rural areas.
Citation: Mudau, S.P. and Nzima, D.R., 2023. Teacher perspectives on the use of augmentative and alternative communication systems for learners with complex communication needs. South African Journal of Education, 43(4), pp.1-10.
Other: https://doi.org/10.15700/saje.v43n4a2170
Journal Title: South African Journal of Education
Journal Issue / Part Number: 43 / 4
Peer reviewed: Yes
International Conference: issn
Keynote / Plenary: issn
In Proceedings: issn
ISSN: 2076-3433 (online)
Other: https://doi.org/10.15700/saje.v43n4a2170
Publisher: Education Association of South Africa
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