Abstract:
This mixed-methods study assessed the influence of Augmentative and Alternative Communication (AAC) devices on the communication abilities of Learners with Special Educational Needs (LSENs) in selected public Special Education centers in Cebu City. The respondents consisted of 50 purposively selected teachers, comprising 28 Special Education teachers and 22 receiving teachers. Quantitative data were gathered using an adapted survey questionnaire and analyzed through descriptive statistics and a paired-samples t-test, while qualitative responses concerning implementation challenges and teacher-led strategies were examined using thematic analysis.
Before AAC application, the communication abilities of LSENs were rated “Often” (M = 3.84, SD = 1.01), indicating functional but inconsistent skills, particularly in sustained conversations and classroom participation. The perceived influence of AAC devices was rated “Good” (M = 3.70, SD = 0.92), demonstrating improvements in vocabulary use, comprehension, requesting, emotional expression, confidence, and social interaction. The comparative analysis reported a statistically significant difference between the assessed conditions, t(49) = 9.628, p < .001.
The qualitative findings revealed two major implementation challenges: insufficient teacher training and professional support, and learner- and device-related barriers. Teachers addressed these difficulties through instructional adaptation, AAC modeling, scaffolding, collaboration with specialists, continuous capacity-building, and parental involvement.
The findings indicate that AAC devices can strengthen the functional communication and classroom participation of LSENs when they are supported by appropriate instructional practices, reliable technology, trained communication partners, and coordinated school–home implementation. Based on the findings, a School-Based AAC Capacity-Building and Implementation Plan was proposed to promote effective and sustainable AAC integration.
Keywords: augmentative and alternative communication, communication abilities, inclusive education, learners with special educational needs, mixed methods
https://zenodo.org/records/22127317
