Assistive Technology in Communication and Mobility
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Abstract
Abstract
Speech-language pathologists (SLPs) play a critical role in promoting inclusive education, but often have limited training to know how to best support the students who use augmentative and alternative communication (AAC) in general education settings. The purpose of this exploratory study was to describe the perceptions of 17 SLPs regarding the inclusion of students who use AAC in general education settings and their recommendations for supporting students in these settings. Overall, SLPs indicated inclusion in the general education setting is important, benefits students who use AAC and their peers, and requires administrative support. SLPs also identified several essential resources to support students who use AAC in general education settings (i.e., professional learning opportunities for staff, access to appropriate curriculum materials, teaming and collaboration, dedicated planning time, appropriate class size, adequate classroom space). This study contributes important insights about the perceptions of SLPs who support students who use AAC in general education settings. Additional areas of need include, but are not limited to, providing professional learning related to special education and AAC, improving knowledge about AAC programming, addressing challenging behavior, and implementing peer supports in school.
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@article{Douglas2026Perceptions,
title = {Perceptions and Recommendations of Speech Language Pathologists who Support Students who use AAC in General Education Settings: A Brief Report},
author = {Sarah Nathel Douglas and Virginia Walker and Lauren Bonnet},
journal = {aperio},
year = {2026},
doi = {10.25894/rise.2770},
url = {https://doi.org/10.25894/rise.2770}
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