Cultural, familial, and technological factors influencing AAC implementation for non-speaking autistic children in the Arab community in Israel.

This study examined the cultural, familial, educational, and technological factors influencing how Arab parents of non-speaking autistic children understand and implement augmentative alternative communication (AAC) within their sociocultural context in the Arab community in Israel. Although AAC can enhance communication, participation, and emotional expression, it remains underused in many minority and multilingual communities. Using a qualitative, phenomenologically informed design and reflexive thematic analysis, the study involved in-depth guided semi-structured interviews with 20 Arab parents of non-speaking autistic children (ages 6-9). Trustworthiness was supported through triangulation, peer debriefing, reflexive memos, and member checks. Five overarching themes were identified: (1) parental attitudes, emotions, and meaning-making around AAC; (2) the central role of the family and sociocultural environment, including stigma and extended-family influences; (3) institutional and educational factors shaping AAC exposure, training, and continuity; (4) linguistic and technological accessibility, particularly the scarcity and limited cultural fit of Arabic-language AAC tools; and (5) parental agency and resilience amidst structural constraints and cultural expectations. Findings underscore that AAC implementation is culturally situated and structurally constrained, highlighting the need for culturally responsive AAC training, Arabic- and dialect-sensitive AAC resources, and coordinated systemic support for Arab families in Israel.