Augmentative and alternative communication (AAC) systems support individuals with significant communication challenges. In mainland China, AAC implementation remains limited, particularly within school settings due to a shortage of certified speech-language pathologists (SLPs). This study surveyed AAC-related knowledge, practices, and training needs among special education personnel in Tianjin, China, where educators often serve as de facto AAC providers. A 10-item questionnaire was administered to 383 teaching and non-teaching staff across ten special schools (response rate: 64.6%). The survey explored self-reported AAC competence, populations served, preferred training formats, and reading materials. Respondents reported limited knowledge of AAC, especially in low- and high-tech modalities. Most participants expressed a strong desire for training, favoring mentorship and workshops. Those with experience supporting students with autism, intellectual disabilities, and cerebral palsy showed stronger preferences for evidence-based materials and structured training. Principal component analysis (PCA) revealed a uniformly high interest across training topics, indicating broad foundational needs. Findings highlight the urgent need for accessible, entry-level AAC training tailored to the educational context in China. Results can inform national policy, curriculum development, and cross-sector collaboration to build sustainable AAC capacity.
Wu et al. (Sat,) studied this question.