Augmentative and Alternative Communication in Classrooms: Special Education Teacher Competences

Rashed A. Aldabas

doi:10.64546/jaasep.407

Augmentative and Alternative Communication in Classrooms: Special Education Teacher Competences

Rashed A. Aldabas, Ed.D. (Author) King Saud University Author Biography
Dr. Pedersen’s research interests include early intervention in deaf education, interprofessional education practices, best practices in special education, rural education issues, and student engagement in higher education. She has presented work on these topics at various national and international professional conferences related to education and learning.

DOI

https://doi.org/10.64546/jaasep.407

Abstract

Augmentative and Alternative Communication systems (AAC) are used to support communication abilities of children with severe communication impairments; as a result, teachers should be prepared to teach in their classrooms those students who use AAC. The purpose of this paper is to provide an overview of AAC, in terms of what teachers need to know about AAC, and how to support the use of AAC in classrooms. Finally, this paper discusses teacher competencies in teaching students who use AAC with respect to identification, assessment and implementation AAC. Recommendations and implications for practice are presented.

Keywords

Augmentative and Alternative Communication, Communication Disorders, Developmental Disabilities, Special Education Teachers, Students with Disabilities, Teacher Competencies

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How to Cite

Aldabas, R. A. (2019). Augmentative and Alternative Communication in Classrooms: Special Education Teacher Competences. Journal of the American Academy of Special Education Professionals, 14(3), 81-93. https://doi.org/10.64546/jaasep.407