Lighting the Path for Incoming Special Education Teachers: Advice From Special Educators on AAC Practices

Abstract

Special education teachers have students in their classrooms with a variety of needs, and it is their responsibility to meet these needs for all students. Research shows special education teachers oftentimes enter the field with limited knowledge and skills to serve students with complex communication needs. The lack of background in augmentative and alternative communication practices is detrimental, as communication skills are fundamental for students’ independence. To better understand the needs of special education teachers, a survey was conducted to identify recommendations from the experts, in-service special education teachers, to incoming educators on augmentative and alternative practices. Results show that certain participant demographics impacted the recommendations offered to incoming special education teachers. Practical implications for incoming special education teachers, school administrators, and teacher preparation programs are discussed, along with suggestion for future research directions.