Teacher perspectives on the use of augmentative and alternative communication systems for learners with complex communication needs

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dc.contributor.authorNzima, Dumisani
dc.contributor.authorMudau, Sondaha Petrus
dc.coverage.conferenceissn
dc.date.accessioned2025-12-04T08:47:36Z
dc.date.available2025-12-04T08:47:36Z
dc.date.issued2023
dc.departmentNameEducational Foundations
dc.description.abstractFor 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.
dc.facultyFaculty of Education
dc.format.preprintNo
dc.identifier.citationMudau, 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.
dc.identifier.issn2076-3433 (online)
dc.identifier.issn0256-0100 (print)
dc.identifier.otherhttps://doi.org/10.15700/saje.v43n4a2170
dc.identifier.urihttp://hdl.handle.net/10530/58492
dc.inproceedingsissn
dc.issuenumber43 / 4
dc.keynoteissn
dc.language.isoen
dc.pages1 - 10
dc.peerreviewedYes
dc.publisherEducation Association of South Africa
dc.subjectAlternative communication tools
dc.subjectAugmentative and alternative communication
dc.subjectClassroom practice
dc.subjectComplex communication needs
dc.subjectQualitative
dc.subjectRural areas
dc.subjectSpecial school
dc.subjectSpecial school teachers
dc.subjectTeacher perspectives
dc.subjectTraining
dc.titleTeacher perspectives on the use of augmentative and alternative communication systems for learners with complex communication needs
dc.title.journalSouth African Journal of Education
dc.typeJournal Article
dspace.entity.typePublication
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