ARTICLE TEXT
DOI DOI: 10.66434/ijsie.v3i2.441

Integrated AAC practices in school and home: Insights from Sekhukhune special schools, Limpopo province

Maite Elias Maebana1
  1. 1 University of South Africa, South Africa

Abstract

This study addresses the gap in effective collaboration and contextual adaptation in the use of Augmentative and Alternative Communication (AAC) tools in resource-constrained rural schools, thereby limiting their consistent implementation for learners with complex communication needs. Drawing on a community engagement project led by the University of South Africa (Unisa), this qualitative study explores collaborative strategies among educators, therapists, and parents in five special schools in the Sekhukhune District, Limpopo Province. Using purposive sampling, data were collected from 17 participants through semi-structured interviews and reflective group discussions. Thematic analysis identified seven key themes, including shared communication goals, culturally responsive practices, and the integration of AAC across school and home. The findings reveal that teacher-parent-therapist collaboration is vital for consistent AAC use, enhancing learner independence and participation. The study contributes to inclusive education by demonstrating how community-engaged, culturally tailored AAC interventions can sustain communication support in under-resourced schools. It calls for strengthened teacher training, active family involvement, and participatory design of AAC practices grounded in local linguistic and cultural contexts.

How to Cite

Maebana, M. E. (2026). Integrated AAC practices in school and home: Insights from Sekhukhune special schools, Limpopo province. International Journal of Studies in Inclusive Education, 3(2), 75–80. https://doi.org/10.66434/ijsie.v3i2.441
Endnote/Zotero/Mendeley (RIS) BibTeX

References

  1. Banks, S., Armstrong, A., Carter, K., Graham, H., Hayward, P., Henry, A., & Holland, T. (2013). Everyday ethics in community-based participatory research. Contemporary Social Science, 8(3), 263–277. https://doi.org/10.1080/21582041.2013.769618
  2. Beukelman, D. R., & Light, J. C. (2020). Augmentative and alternative communication: Supporting children and adults with complex communication needs (5th ed.). Paul H. Brookes.
  3. Binger, C., & Light, J. (2007). The morphology and syntax of individuals who use AAC: Research review and implications for effective practice. Augmentative and Alternative Communication, 23(2), 123–138. https://doi.org/10.1080/07434610701830587
  4. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
  5. CAST. (2018). Universal Design for Learning guidelines version 2.2. https://udlguidelines.cast.org
  6. Chung, Y.-C., & Stoner, J. B. (2016). A meta-synthesis of team members' voices: What we need and what we do to support students who use AAC. Augmentative and Alternative Communication, 32(3), 175–186. https://doi.org/10.1080/07434618.2016.1213766
  7. Cohen, D., & Crabtree, B. (2006). Qualitative research guidelines project: Semi-structured interviews. Robert Wood Johnson Foundation. Retrieved from http://www.qualres.org/HomeSemi-3629.html
  8. Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Thousand Oaks, CA: Sage Publications.
  9. Dalton, E. M., McKenzie, J., & Kahonde, C. (2021). Universal design for learning in inclusive education policy in South Africa. African Journal of Disability, 9(0), e776. https://doi.org/10.4102/ajod.v9i0.776
  10. Department of Basic Education. (2014). Policy on screening, identification, assessment and support (SIAS). Pretoria, South Africa: Department of Basic Education.
  11. Drager, K. D. R., Light, J., & McNaughton, D. (2010). Effects of AAC interventions on communication and language for young children with complex communication needs. Journal of Pediatric Rehabilitation Medicine, 3(4), 303–310. https://doi.org/10.3233/PRM-2010-0141
  12. Ganz, J. B., Simpson, R. L., & Lund, E. M. (2012). Meta-analysis of PECS with individuals with ASD: Investigation of targeted versus non-targeted outcomes. Research in Developmental Disabilities, 33(2), 406–418. https://doi.org/10.1016/j.ridd.2011.09.023
  13. Goldbart, J., & Marshall, J. (2004). Inter-professional collaboration in AAC: The role of speech and language therapists. British Journal of Special Education, 31(3), 118–124. https://doi.org/10.1111/j.0952-3383.2004.00338.x
  14. Hersh, M., & Johnson, M. A. (2008). On modelling assistive technology systems – Part I: Modelling framework. Technology and Disability, 20(3), 193–215. https://doi.org/10.3233/TAD-2008-20303
  15. Israel, B. A., Eng, E., Schulz, A. J., & Parker, E. A. (2012). Methods for community-based participatory research for health (2nd ed.). Jossey-Bass.
  16. Kent-Walsh, J., & Binger, C. (2020). Interprofessional education and training in AAC. Perspectives of the ASHA Special Interest Groups, 5(2), 234–245. https://doi.org/10.1044/2020_PERSP-19-00089
  17. Kuyler, A., Ledwaba, G. R., Clasquin-Johnson, M. G., Motitswe, J. M. C., Gouws, E., Mashau,..., & Johnson, E. (2025). Augmentative and Alternative Communication Strategies for Learners with Diverse Educational Needs in African Schools: A Qualitative Literature Review. Disabilities, 5(2), 59. https://doi.org/10.3390/disabilities5020059
  18. Light, J., & Drager, K. (2007). AAC technologies for young children with complex communication needs: State of the science and future research directions. Augmentative and Alternative Communication, 23(3), 204–216. https://doi.org/10.1080/07434610701553635
  19. Light, J., & McNaughton, D. (2014). Communicative competence for individuals who require AAC: A new definition. Augmentative and Alternative Communication, 30(1), 1–18. https://doi.org/10.3109/07434618.2014.885080
  20. Light, J., & McNaughton, D. (2015). Designing AAC research and intervention to improve outcomes for individuals with complex communication needs. Augmentative and Alternative Communication, 31(2), 85–96. https://doi.org/10.3109/07434618.2015.1036458
  21. Martin, R., & Nagalakshmi, S. (2024). Bridging the social & technical divide in AAC applications for autistic adults. Proceedings of ACM Conference on Human-Computer Interaction. https://doi.org/10.48550/arXiv.2404.17730
  22. Minkler, M., & Wallerstein, N. (2017). Community-based participatory research for health: Advancing social and health equity (3rd ed.). Jossey-Bass.
  23. Moon, J. (2006). Learning journals: A handbook for reflective practice and professional development (2nd ed.). Routledge.
  24. O’Neill, T., Light, J., & McNaughton, D. (2018). Meta-analysis on AAC and peer interaction. Augmentative and Alternative Communication.
  25. Rao, K., Okolo, C., & Cavallaro, C. (2021). Inclusive instructional design: Applying UDL to online learning. Journal of Applied Instructional Design, 10(1), 1-10. https://doi.org/10.51869/101/kr
  26. Romski, M. A., & Sevcik, R. A. (2005). Augmentative communication and early intervention: Myths and realities. Infants & Young Children, 18(3), 174–185. https://doi.org/10.1097/00001163-200507000-00002
  27. Romski, M. A., Sevcik, R. A., Barton-Hulsey, A., & Whitmore, A. S. (2010). Training caregivers to support AAC use at home. Journal of Speech, Language, and Hearing Research, 53(2), 350–364. https://doi.org/10.1044/1092-4388(2009/09-0202
  28. Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal Design for Learning. Association for Supervision and Curriculum Development.
  29. Tönsing, K. M., & Dada, S. (2016). Teachers’ perceptions of implementation of aided AAC to support expressive communication in South African special schools: a pilot investigation. Augmentative and Alternative Communication, 32(4), 282–304. https://doi.org/10.1080/07434618.2016.1246609
  30. University of South Africa (Unisa). (2023). Community-engaged scholarship models for inclusive education. Pretoria: Unisa Press.