A Scoping Review and Appraisal of AAC Research in Inclusive School Settings

Abstract

The aim of this scoping review was to explore the extent to which AAC studies have occurred in inclusive versus segregated settings, the role of AAC in inclusive setting studies, and the evidence for AAC supporting inclusive education of students with complex communication needs. A scoping review of studies published from 2000 to 2020 that involved students who used or could benefit from AAC or their peers conducted within schools yielded 167 studies. Relatively few studies (n=28, 17%) were conducted in inclusive settings. Data from these 28 studies were extracted and appraised for quality. AAC was integrated into intervention in 57% of these studies and in 61% improved use of AAC was an outcome variable, but in only six was this the main aim. Eighty-two students who used or could benefit from AAC were participants across studies. Classroom peers participated across 11 studies, including those in which qualitative designs were employed. The strength of evidence for the role of AAC could not be determined because only 12 studies were experimental and addressed varied aims. Nonetheless, these and seven qualitative studies were appraised as being of high quality. Implications of findings are discussed in terms of extending the evidence to demonstrate the role of AAC, and its potential to support academic and social school inclusion of students with complex communication needs, which may not rely on proficient use of AAC.

A scoping review of AAC research conducted in segregated school settings

“…This scoping review (Arksey & O'Malley, 2005) was completed in conjunction with Iacono et al (2021). We report on studies retrieved following a systematic search, as detailed in a registered protocol (Iacono, Goldbart, Douglas & Garcia-Melgar, 2018).…”

“…It would seem, then, that most students who use or require AAC attend segregated settings. Studies that have been conducted in inclusive school settings, although relatively few, are indicative of positive outcomes for both students who use AAC and their mainstream peers (Iacono et al, 2021).…”

“…In light of the findings from Iacono et al (2021), the question remained as to the outcomes experienced by students who were in segregated settings for all or part of their school days, or for the purpose of the research, and used or could benefit from AAC, given they are the group with whom most research involving AAC has been conducted. The aim was to complete a scoping review of research conducted within segregated settings that involved AAC found from the larger systematic search reported by Iacono et al (2021). Our specific aim was to explore the role of AAC and the extent to which it included supporting increased opportunities for academic learning and social participation, as had been found for those students in inclusive settings (Iacono et al, 2021).…”

“…The aim was to complete a scoping review of research conducted within segregated settings that involved AAC found from the larger systematic search reported by Iacono et al (2021). Our specific aim was to explore the role of AAC and the extent to which it included supporting increased opportunities for academic learning and social participation, as had been found for those students in inclusive settings (Iacono et al, 2021).…”

“Feeling our way around in the dark” AAC team collaboration in the context of service change: Special education teachers’ perceptions

“…School-age children who experience communication difficulties have limited access to this instrument, placing them at risk of potentially adverse effects on their participation, learning and social relationships (DePaepe and Wood, 2001;Thatcher et al, 2008). For children with the most severe speech and language difficulties, their ability to reliably use speech and language to effectively meet their communicative needs across settings with different communication partners is affected (Iacono et al, 2022). Augmentative and alternative communication (AAC) can offer these children a means to connect and interact with others and importantly, the opportunity to engage with education and to communicate and participate meaningfully in their school settings and beyond (Beukelman and Light, 2020;Chung and Stoner, 2016).…”