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Alternative Augmentative Communication as a Universal Offer
Stowell, Kathryn Hennings, Claire Omar, Abdi
Stowell, Kathryn
Hennings, Claire
Omar, Abdi
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Editors
Date
2025
Educational Level
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
ISCED Level 4 Post-secondary Non-tertiary Education
ISCED Level 3 Upper Secondary Education
ISCED Level 4 Post-secondary Non-tertiary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: This study investigates the implementation of Alternative Augmentative Communication (AAC) as a universal offer in a special secondary academy school with a specialist outreach service for Assistive Technology. The research addresses the gap between teachers' perceptions of their classroom support for communication and the actual practices in place, aiming to enhance communication opportunities for all students, including those who do not regularly use an AAC to communicate.
Aims: The research aims to refine the process of embedding AAC within classroom settings to promote better communication access for all students. It seeks to understand how action research can deepen teachers' practices and shift their understanding of inclusive communication strategies, with a focus on achieving consistency in the universal offer of power-based AAC across the Academy.
Methods: An action research methodology was employed, consisting of two main cycles involving planning, doing, and review. Data collection included teacher questionnaires, observations, staff feedback, interviews, and reflection sessions. Training sessions, classroom 'chat sessions' led by AAC users, and parent engagement were integral to the process. Ethical consent was obtained from all participants.
Findings: The study found a discrepancy between teachers' perceptions and the actual implementation of AAC in classrooms. While some classes integrated AAC seamlessly, others faced challenges due to staff changes and varying levels of engagement. Celebrating successes and sharing positive stories of student progress proved highly effective in motivating staff and raising aspirations. Universal access to AAC led to improvements in children and young people's communication, language, and social engagement.
Implications: The findings indicate that action research can facilitate a significant shift in teachers' approaches to AAC. Ongoing training, peer mentoring, and celebrating success are crucial for embedding AAC as a universal offer. The study highlights the importance of tailored support, reflective practice, and involving role models with lived experience of AAC. These approaches can inspire staff, improve consistency, and enhance communication outcomes for a diverse student population.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), augmentative and alternativecommunication (AAC), universal offer, teacher continuing professional development (CPD), celebrating success