Augmentative and Alternative Communication (AAC): The Need for Teacher Guidelines

The implementation of augmentative and alternative communication (AAC) is increasingly gaining the attention of individuals who are identified with verbal communication problems. Interventions based on AAC have been targeted as early as possible toward school readiness for the children. In Malaysia, previous studies have shown that AAC is clinically intervened in speech therapy units both in government and private practices, less of which liaises with special education teachers. This study aims to identify teachers’ awareness and knowledge of AAC, thus analysing the need to develop an AAC module for teachers’ guidance. Six preschool special education teachers from four districts of Perak were involved in responding to semi-structured interviews via Focus Group Discussion (FGD). The study indicates that most teachers have applied AAC to their students but are not aware of the correct procedure and approach to the implementation. In addition, teachers showed limited knowledge of AAC because less attention was given to students’ communication problems compared to other areas of development, such as behavioural and motor skills. The finding shows the need for teachers’ training on the operation of AAC provided with guidelines module and appropriate assistive aid. Therefore, future research is highly necessary pertaining to the demands of the findings to ensure teachers’ preparedness skills as communication partners