Usage of Augmentative and Alternative Communication (AAC) Systems in Special Schools for Children With Intellectual Disabilities: Current Status

Abstract

The present study investigated the status of the usage of augmentative and alternative communication (AAC) systems in special schools for children with intellectual disabilities. Questionnaires were distributed to 81 departments of special schools for children with intellectual disabilities in the Tokyo metropolitan area. Replies were received from 55 instructors. Over 95% of the instructors responded that they used picture cards and photographs, but fewer than 50% that they used communication methods such as communication boards, communication books, unique school/classroom signs, or computers. Usage of voice output communication aids (VOCA) was reported by fewer than 30% of the instructors. More than 50% of the instructors responded that some method of communication was necessary, and over 50% that it was difficult to teach young children using computers, communication books, or Makaton signs. The frequency of usage of Makaton signs was significantly lower in the high school departments, compared to the elementary school departments, whereas computer usage increased inversely. Based on these results, the current status and issues regarding usage of augmentative and alternative communication in schools supporting children with intellectual disabilities was discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)(journal abstract)