Augmentative and Alternative Communication in teacher training: results of an exploratory investigation


Several meta-analyses and systematic literature reviews conducted in recent decades have demonstrated the effectiveness of Augmentative and Alternative Communication (AAC) in acquiring communicative, linguistic and relational skills in students with complex communication needs (CCN), including those with Autism Spectrum Disorders (ASD). However, the design of learning environments requires specific teacher training on the complexity of the disorder, the characteristics of the AAC approach and the possible use of strategies, tools and aids so that students with ASD and their peers may play an active role in the educational context. Based on these considerations, a survey was conducted as part of the course requirements for the acquisition of the warrant of Learning Support Teachers, held at the University of Salerno, with the aim of identifying course participants’ prior knowledge regarding the AAC approach, as well as assessing the origins of their training and any contexts of AAC application.