Description
The field of Augmentative and Alternative Communication (AAC) traditionally required prerequisite skills; however, current literature debunks that myth and specifies that there are no specific skills required for the successful use of AAC. The AAC mantra is to presume competency; therefore, it is our due diligence to implement AAC to see if communication develops. Without a mode to communicate, individuals are restricted from communicating and participating in all aspects of life. Furthermore, new technology, such as the iPad, has brought enormous changes with access to AAC devices and systems. This study aimed at exploring California special education teachers’ knowledge, experience, and perceptions and their relationship with implementing AAC. This study was a mixed methods sequential explanatory design using survey questions and then conducted interviews of participants from the initial survey. The quantitative data collected were analyzed using descriptive statistics. The qualitative data were collected from semi-open-ended questions which were themed and categorized to triangulate the results from the surveys.
