Needs Analysis of Augmentative and Alternative Communication Knowledge and Skills among Special Education Teachers for Malaysian Primary Schools

Abstract

Augmentative and alternative communication (AAC), also referred to as supplementary and replacement communication is critical to provide a communication channel for autistic students who find communicating via learning and facilitating the process in a class challenge. The communication competence of educators can promote and improve positive learning behaviours among students who have autism during the learning process. The objective of this research is to determine the augmentative and alternative communication skills possessed by special education teachers for autistic students in a classroom setting. The respondents of this study comprised of 73 Malaysian special education teachers. The pandemic has prompted the needs analysis questionnaire to be administered online to identify the knowledge and skills among the teachers. The findings reported the knowledge and skills among the respondents by percentage in the realization of AAC in a classroom setting. Findings based on the responses discovered an average level of the knowledge and skills among the teachers in the implementation of AAC which emphasizes the need for teachers to receive more extensive guidance.