1. Current preparation status in AAC: perspectives of special education teachers in the United States.
- Author
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Alexandra Da Fonte, M., Boesch, Miriam C., DeLuca, Emily R., Papp, Samantha K., Mohler, Anna E., Holmes, Emily E., Clouse, Katie A., Young, Rachel D., and Urbano, Richard
- Subjects
TEACHER education ,SPECIAL education ,WORK experience (Employment) ,OCCUPATIONAL roles ,WORK environment ,FACILITATED communication ,PROFESSIONS ,ANALYSIS of variance ,SELF-evaluation ,CROSS-sectional method ,RESEARCH methodology ,PROFESSIONAL licenses ,PROFESSIONAL employee training ,PSYCHOLOGY of teachers ,QUANTITATIVE research ,ABILITY ,TRAINING ,SURVEYS ,DESCRIPTIVE statistics ,REPEATED measures design ,CHI-squared test ,STATISTICAL sampling ,DATA analysis software - Abstract
Special education teachers are essential team members in the provision of services to students with complex communication needs. Professional competencies related to augmentative and alternative communication (AAC) practices have been outlined for special education teachers as part of their professional standards. Yet, it is unclear to what extent these professionals have knowledge and skills in this area. Given existing gaps in the literature, an anonymous, web-based survey was disseminated across the United States to gather information on special education teachers' self-reported knowledge and skills in AAC. A total of 1198 special education teachers from 46 states responded to the survey. Findings indicated that most special education teachers did not receive formal training in AAC during their teacher licensure preparation programs, resulting in low levels of self-reported knowledge and skills. Data also indicated that while influencing factors existed, special education teachers' knowledge and skills in AAC remained minimal. Implications and recommendations for stakeholders are discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2022
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