Devices alone don’t talk: Special education teachers’ perspectives on AAC in schools

Drawing on teacher self-efficacy and school consultation frameworks, this study examined special education teachers’ beliefs, confidence, and experiences supporting students who use augmentative and alternative communication (AAC). A survey of 38 south-eastern US special education teachers found that while 53% facilitated daily AAC use, 63% reported significant challenges, including technical issues, inconsistent home-school practices, and insufficient training. Most teachers viewed AAC primarily as supporting basic needs (36%) rather than broader social communication, and many perceived limited impact on peer relationships. Seventy-one percent noted that students struggled across settings, and many teachers felt underprepared. These findings highlight the importance of educational psychologists’ consultative role in building teacher confidence, strengthening consistency across environments, and expanding AAC use beyond basic requests, with implications for UK practice under the SEND Code of Practice.