AUGMENTATIVE AND ALTERNATIVE COMMUNICATION SUPPORTS AND SERVICES FOR STUDENTS WITH COMPLEX COMMUNICATION NEEDS: A QUANTITATIVE SURVEY OF SCHOOL ADMINISTRATORS AND SPEECH-LANGUAGE PATHOLOGISTS

Students with disabilities who exhibit severe communication deficits often lack the skills needed to effectively express their wants, needs, and actively participate in meaningful academic and social interactions with those in their environment. The purpose of this study was to understand the organizational factors that affect the provision and implementation of Augmentative and Alternative Communication (AAC) for students with severe communication deficits. Quantitative methodology was used to explore the ideologies of school administrators (n = 67) and speech-language pathologists (SLP) (n = 53) as it relates to the benefits for, and access to, AAC supports and services for students with complex communication needs (CCN). It was found that school administrators and SLPs both agree that students with CCN benefit in the areas of spoken communication, classroom behavior, attention span, motivation, academic skills, interest in classroom activities, and interaction with peers within the school setting as a result of AAC use. School administrators and SLPs also had about the same level of agreement regarding the organizational factors (funding, time, technical assistance, professional development, administrative support and awareness and knowledge) that affect the provision and implementation of AAC for students with CCN. As a result of these findings, implications for educational policy, leadership, practice, and future research are explored. Additionally, recommendations to ensure educational equity for students with CCN include the provision of adequate on-going funding, enhancing stakeholder’s knowledge and awareness of AAC, and development and continued support of an assistive technology/AAC team