Special Education Teachers’ Perspectives Toward Tablet-Based Augmentative Alternative Communication (AAC) Devices

Abstract

Several communication interventions have been used with nonverbal individuals with autism spectrum disorder (ASD) for a long time. One of these methods that are effective in enhancing the communication skills of these individuals is tablet-based devices (e.g., iPads). Special education teachers have a significant role in successfully implementing the augmentative alternative communication (AAC) intervention. Therefore, this study used a qualitative approach to determine special education teachers’ perspectives on the effectiveness of iPads as an AAC system and the barriers they face when using such devices. The researcher interviewed two special education teachers who had experience using iPads for communication in their classrooms. In addition to the semi-structured interviews, the researcher observed group/individualized instructions and noted the teachers’ reactions to using iPads to communicate with their students. The findings indicated that practitioners had positive attitudes toward using iPads for communication. As for the difficulties, teachers stated that one of the significant barriers was having students whose perspective of the iPad as an entertainment tool only.