Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Special education and AAC devices: Teachers’ perspectives on training needs and support

Mark E. Wildmon, Jamie Moss, Mattie Williams, MacKenzie D. Sidwell, Julie C. Herbstrith, Kasee K. Stratton
DOI
https://doi.org/10.64546/jaasep.594
Abstract
This study investigates special education teachers’ perceptions of the effectiveness of support and training received while working with Augmentative and Alternative Communication (AAC) device users. The research evaluates important components of AAC implementation, such as the range of support available, quality of training programs, degrees of adaptation, and levels of inter-professional support from a teacher’s perspective. The conclusions drawn from this study indicate a need for continuous professional development, which necessitates personalized, individual training approaches and interdisciplinary collaboration to enhance the use of AAC devices. The study also confirms that individualized training is crucial in meeting the unique requirements of AAC users and special education teachers. These findings are meaningful in understanding AAC device use in special education classes, leading to appropriate interventions and improved communication outcomes among individuals using low- and high-tech devices.
Keywords
augmentative and alternative communication, functional communication, special education, teacher training
References

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There are 20 references in total.
How to Cite
Wildmon, M. E., Moss, J., Williams, M., Sidwell, M. D., Herbstrith, J. C., & Stratton, K. K. (2025). Special education and AAC devices: Teachers’ perspectives on training needs and support. Journal of the American Academy of Special Education Professionals, 20(3), 147-161. https://doi.org/10.64546/jaasep.594
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  • Submitted July 26, 2025
  • Published June 15, 2025
  • Issue Fall 2025
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