Perspectives of paraprofessionals working with children using augmentative and alternative communication (AAC)

Paraprofessionals in special education are currently faced with working with students who use augmentative and alternative communication (AAC). Recent literature has examined both the roles and training of paraprofessionals in special education as well as student use of AAC systems. However, research investigating the level of training of paraprofessionals with AAC, and also how paraprofessionals feel about their role with students using AAC is limited. This study was designed to investigate paraprofessionals' perceptions of their roles with students using AAC systems in schools. Paraprofessionals were surveyed via mail regarding their perceptions and use of various AAC systems including level of training, feelings, barriers, and facilitators for AAC involvement. Descriptive and correlational statistics were used to analyze the data. Results indicated that while paraprofessionals perceived AAC to be efficacious, functional daily use of AAC was minimal. Respondents also reported feeling responsible for AAC implementation and that current training methods should be improved to better serve both themselves and students.