Increasing pre-service teacher knowledge of AAC systems and supports in the classroom setting

Abstract

ABSTRACT In-service general education teachers receive limited pre-service training in Augmentative and Alternative Communication (AAC) systems and strategies. Therefore, pre-service training should expose general education teacher candidates to the field of AAC and its benefits. This study investigated the efficacy of an online professional development session intended to teach knowledge of AAC and required AAC competencies for general education pre-service teachers. It questions the effects of an online professional development session on general education preservice teachers’ knowledge of AAC and their ability to identify AAC support needs for children with disabilities with a pre- and post-assessment. The results indicate a significant difference between participants’ mean scores on the pre- and post-assessments. Findings suggest that interactive online training methods can be used to support general education pre-service teachers in gaining further knowledge of AAC systems and strategies.