Implementation of Augmentative and Alternative Communication Systems in Schools: Barriers and Facilitators Perceived by Teachers and Families
DOI:
https://doi.org/10.63122/q5xrrj25Keywords:
Augmentative and Alternative Communication (AAC) Systems, AAC, Inclusive education, Barriers and facilitatorsAbstract
This study examines the barriers and facilitators perceived by a large sample, 132 teachers and 129 families, in the implementation of high-technology Augmentative and Alternative Communication (AAC) systems in school settings. A descriptive design was employed using questionnaires with open-ended questions directed at both groups, allowing for a diverse and representative understanding of the educational experience. The results reveal strong agreement between families and teachers, highlighting insufficient training and attitudinal barriers—like limited support from students’ environments and additional burdens on families—as the main obstacles to AAC use in classrooms. Among the facilitators, the teachers’ engagement and positive attitude, school-family coordination, and, to a lesser extent, support from external professionals were highlighted.
It is concluded that the successful implementation of AAC does not depend solely on technological resources but on key human factors: teacher training, motivation, and collaboration among educational and family agents. These findings emphasize the importance of promoting widespread training for the entire teaching staff, as well as coordinated and sustained strategies to ensure the effective and meaningful use of AAC in schools
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