Document Type

Preprint

Publication Date

2026

Abstract

Purpose

Research on barriers to augmentative and alternative communication (AAC) implementation in schools has focused primarily on individual clinician factors rather than district infrastructure. This clinical focus article examined how the presence or absence of a dedicated assistive technology (AT) specialist was associated with differences in AAC implementation and the use of AAC as a Tier 1 support.

Method

Eighteen educators, including AT specialists, SLPs, and a special educator, from 17 U.S. school districts participated in a 75-minute structured Zoom focus group. They rated 11 statements about district AAC practices using a 4-point Likert scale and discussed their responses in breakout groups. Quantitative data were summarized descriptively and examined using correlational analyses. Qualitative data were transcribed and analyzed using a bottom-up consensus-based approach.

Results

Participants reported substantial variability in AAC implementation and AT staffing across districts. Tier 1 AAC supports were generally underdeveloped and inconsistently defined. Districts with greater AT staffing reported stronger Tier 1 AAC implementation, fewer technology and resource barriers, and faster acquisition of high-tech AAC systems. However, AAC modeling remained inconsistent and was most often concentrated on students with the most significant speech and language needs. Reported barriers included high caseloads, IT restrictions, and inconsistent classroom follow-through.

Conclusions

AAC implementation in schools remains uneven and is strongly shaped by district infrastructure. AT specialists appear to improve access and systems-level support, but access alone does not ensure robust classroom implementation. Findings highlight the need for clearer definitions of Tier 1 AAC, stronger district-wide training, and greater systems-level investment, such as dedicated AT positions.

Comments

This is a preprint; it has not been peer reviewed by a journal.

DOI

10.21203/rs.3.rs-9346846/v1

Rights

This work is licensed under a CC BY 4.0 License.

Published Citation

Grace Clark, Lesley Rytel, endever* corbin et al. AAC in Schools: How District Infrastructure and AT Specialists Shape Implementation Practices, 09 April 2026, PREPRINT (Version 1) available at Research Square [https://doi.org/10.21203/rs.3.rs-9346846/v1]

Download
Link to Publisher

Share

COinS