Recommended Augmentative and Alternative Communication Competencies for Special Education Teachers

Abstract

Empirical evidence supports the notion of special education teachers receiving limited pre-service training in augmentative and alternative communication (AAC). This lack of training is not only evident in the United States but in other countries such as United Kingdom, India, and Israel. Yet the teaching demands for the use of AAC are increasing as more students with complex communication needs are entering the school systems. As a result, this paper outlines four special education teacher competencies needed to effectively address the communication needs of these students. The four competencies consist of the needs for training in the areas of (1) communication development and communicative competencies, (2) teamwork and collaborative practices, (3) role and functions of AAC systems, and (4) AAC assessment and instructional strategies. These competencies are aligned to the standards from the Council for Exceptional Children and the literature available on AAC training. Evidence suggests there is a lack of training for special education teachers and other professionals in this area and limited research to guide teacher preparation programs.

The Soft Skills of Special Education Teachers: Evidence from the Literature

“…To lead the teaching-learning processes, all education naturally presupposes competence in the field of effective communication, which consists of making common, sharing ideas, exchanging information, and interacting [51,74,75]. Most of the articles reviewed have explicit references to effective communication [56,58,62,63,66].…”

Teachers of Special Education and Assistive Technology: Teachers’ Perceptions of Knowledge, Competencies and Professional Development

“…Another invention is the Livescribe’s Smarten that has helped learners overcome their comprehension problems. The pen can scribble diagrams, write words syncing everything to the audio from the teacher (Da Fonte & Boesch, 2016). Children are now able to review and reflect on what was previously taught in class and thus aiding their memory.…”

An American Professor in Armenia: Reflections on Special Education, Speech-Language Pathology, and University Teaching

“…As I explored the topic of technology and applications further with my students, I learned that some of them were adamant about the superiority of traditional therapy methods and materials. This led to engaging discussions about the efficacy of technology and applications and whether their use made an SLP or a teacher of students who are deaf or hard-of-hearing more effective (Beal-Alvarez & Cannon, 2014; Brady, Theimann-Bourque, Fleming, & Matthews, 2013; Chiong & Shuler, 2010; Costigan & Light, 2010; Courduff & Szapkiw, 2015; Da Fonte & Boesch, 2016; Des Roches, Balachandran, Ascnso, Tripodis, & Kiran, 2015; Grogan-Johnson et al, 2013; Houston & Stredler-Brown, 2012; Light & McNaughton, 2013; Little Bee Speech, 2015; McGlynn-Stewart et al, 2017; Snape & Maiolo, 2013).…”