Professional Training Needs for Using Augmentative and Alternative Communication in Inclusive Classrooms: Voices from Saudi Arabia

SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com

Y

11

Foreign Countries; Augmentative and Alternative Communication; Students with Disabilities; Special Education Teachers; Faculty Development; Teacher Competencies; Educational Needs; Training; Special Education; Special Schools; Teacher Characteristics; Student Characteristics; Autism; Pervasive Developmental Disorders; Severe Disabilities

10.1177/0162643420979925

0162-6434

Research reveals that augmentative and alternative communication (AAC) can improve the communication competency of students who have complex communication needs. However, special educators often lack the competencies to effectively implement AAC strategies in the classroom. The present study aimed to explore the special educators' level of need for professional training in AAC. Furthermore, it explored whether certain educator, student, and classroom characteristics were associated with the level of professional need for AAC training. In this descriptive study, 869 special educators in Saudi Arabia responded to a survey. The findings show that there is a high level of need for a wide variety of training areas in AAC. The findings indicate that participants differed significantly in their levels of need for professional AAC training depending on the participants' previous training and experience, as well as the category of students taught, level of education, and grade level. Implications for how AAC training programs can be customized to effectively meet the diverse needs of educators and their students are discussed.

As Provided

2022

EJ1342535