Training inclusive teachers: an AAC laboratory for future learning support teachers


The presence of students with Complex Communicative Needs (BCC) in school requires educational-didactic measures aimed at enhancing the vicarious potential of the body and the use of assistive technologies which may support and facilitate communication, learning and social relationships. Thus, teacher training is pivotal to design flexible and inclusive educational curricula, aimed at ensuring methodological and didactic strategies to foster participatory learning environments. Initially, an exploratory study was carried out at the University of Salerno aimed at detecting the prior knowledge of the trainees related to Augmentative Alternative Communication (AAC). Following this phase, the work focused on the experience of laboratory teaching carried out by the trainees with the aim to consolidate principles, theories and strategies specific to AAC and special education through phases of designing facilitative environments supported by the co-construction of communication tools. This article concentrates on this second phase and presents the tools produced.