Language, speech, and hearing services in schools · 2026
Service Providers' Experiences and Challenges in Teaching Writing to Students Using Augmentative and Alternative Communication in Three Schools.
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Romano Nicole, Caron Jessica G, Redmon Sharon, Babb Salena, Solis Cayla
Аннотация
PURPOSE: Learning how to spell and share ideas through written expression is an important life skill for all individuals, including those with minimal or no speech, who may use augmentative and alternative communication (AAC). Teaching spelling and the development of written expression with individuals who need or use AAC is underexplored. The current study aimed to better understand the current state of service providers' experiences with teaching spelling and writing to students who use AAC, focusing on the lived experiences, current barriers, and perspectives of service providers who currently work with individuals who use AAC.
METHOD: A qualitative approach, using three focus groups across three schools, examined how service providers teach written expression to students who use AAC. A total of 18 service providers, including special education teachers, speech-language pathologists, and occupational therapists, contributed to the focus groups. Data were analyzed using a six-step inductive analysis approach.
RESULTS: Five main themes were derived from the data. These themes included "the importance of writing for communication," "supports," "collaboration," "instruction," and "training." Service providers agreed that written expression and instruction of skills related to written expression were essential for communication. Service providers shared different supports that they use as well as different collaborative approaches, yet many felt they needed more professional development and training to provide effective instruction.
CONCLUSIONS: Students who use AAC face many barriers in the acquisition of written expression. These results provide a first step in a line of research to better understand current approaches and barriers, yet more research and development is needed in this area to maximize outcomes.
SUPPLEMENTAL MATERIAL: https://doi.org/10.23641/asha.31506688.
METHOD: A qualitative approach, using three focus groups across three schools, examined how service providers teach written expression to students who use AAC. A total of 18 service providers, including special education teachers, speech-language pathologists, and occupational therapists, contributed to the focus groups. Data were analyzed using a six-step inductive analysis approach.
RESULTS: Five main themes were derived from the data. These themes included "the importance of writing for communication," "supports," "collaboration," "instruction," and "training." Service providers agreed that written expression and instruction of skills related to written expression were essential for communication. Service providers shared different supports that they use as well as different collaborative approaches, yet many felt they needed more professional development and training to provide effective instruction.
CONCLUSIONS: Students who use AAC face many barriers in the acquisition of written expression. These results provide a first step in a line of research to better understand current approaches and barriers, yet more research and development is needed in this area to maximize outcomes.
SUPPLEMENTAL MATERIAL: https://doi.org/10.23641/asha.31506688.