Reducing educator scepticism toward Augmentative and Alternative communication through professional development in Sekhukhune District Special Schools, South Africa

Maite E. Maebana ORCID iD 

Issue: Vol. 7 No.5  2026 Article 18 pp.1397 – 1411
DOI: https://doi.org/10.38159/ehass.20267518 Published online 30th June 2026

© 2026 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

Views: 56
48 Downloads

DOWNLOAD PDF

This study provides a report on how professional development influences educator scepticism toward Augmentative and Alternative Communication (AAC) use in special schools within the Sekhukhune District of South Africa. Despite the demonstrated benefits of AAC for learners with complex communication needs, resistance and scepticism among educators continue to hinder effective implementation in inclusive and special education settings. Grounded in theories of professional learning and inclusive pedagogy, this qualitative study explored educators’ perceptions before and after engagement in structured professional development programmes designed to build AAC knowledge, skills, and confidence. Data was collected through semi-structured interviews and reflective journals from purposively selected teachers across five special schools. Thematic analysis revealed that targeted professional development significantly reduced uncertainty and negative attitudes toward AAC by increasing educators’ understanding of communication diversity, practical AAC strategies, and integration into teaching routines. Participants reported enhanced self-efficacy, greater willingness to apply AAC tools, and improved collaboration with therapists and caregivers. The study also highlights ongoing challenges, including limited institutional support, resource constraints, and the need for sustained in-school coaching. Findings underscore the critical role of contextually relevant professional learning in transforming educator mindsets and fostering more inclusive communication practices. The research contributes to the body of knowledge on AAC adoption in under-resourced settings and offers actionable recommendations for policymakers, school leaders, and teacher development facilitators aiming to strengthen AAC integration in special and inclusive education.

Keywords: Communication Disabilities, Sekhukhune District,  South African Education Context, and Teacher Attitudes.

Ainscow, Mel. “Inclusion and Equity in Education: Making Sense of Global Challenges.” Prospects 49, no. 3 (2020): 123–34.

Ainscow, Mel, and Abha Sandill. “Developing Inclusive Education Systems: The Role of Organisational Cultures and Leadership.” International Journal of Inclusive Education 14, no. 4 (2010): 401–16.

Alant, Erna, L. Lloyd, and Juan Bornman. “Augmentative and Alternative Communication and Inclusive Education in South Africa.” African Journal of Disability  5 (2016): 1–9.

Alant, Erna. “Contextually Responsive AAC Practices in South African Classrooms.” South African Journal of Communication Disorders  70, no. 1 (2023): 1–10.

Alant, Erna, and Carina Meiring. “Teachers’ Experiences of Implementing AAC in Special Schools.”  South African Journal of Education  40, no. 3 (2020): 1–11.

Alant, Erna, and Juan Bornman. “ AAC in Rural and Under-Resourced Contexts: Challenges and Opportunities.” Augmentative and Alternative Communication  35 (2):, no. 2 (2019): 123–35.

Beukelman, D., and P. Mirenda. Augmentative and Alternative Communication: Supporting Children and Adults with Complex Communication Needs. 4th ed. Baltimore, MD: Paul H. Brookes Publishing Co, 2013.

Booth, Tony, and Mel Ainscow. Index for Inclusion: Developing Learning and Participation in Schools. ERIC, 2002.

Bornman, Juan, Erna Alant, and Carina Meiring. “The Impact of AAC Training on Teacher Practices in South African Schools.” Augmentative and Alternative Communication  36, no. 3 (2020): 145-156.

Bornman, Juan, and June Rose. “Beliefs and Attitudes about AAC in South African Classrooms.” Augmentative and Alternative Communication  34, no. 1 (2018): 56–68.

Braun, Virginia, and Victoria Clarke. “Can I Use TA? Should I Use TA? Should I Not Use TA? Comparing Reflexive Thematic Analysis and Other Pattern‐based Qualitative Analytic Approaches.” Counselling and Psychotherapy Research 21, no. 1 (March 18, 2021): 37–47. https://doi.org/10.1002/capr.12360.

Chikomo, Tinashe, Shajila Dada, and Erna Alant. “Collaborative AAC Practices in South African Special Schools.” International Journal of Inclusive Education 28, no. 2 (2024): 210–-225.

Darling-Hammond, L., M.E. Hyler, and M. Gardner.  Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute, 2019.

Darling-Hammond, Linda, Maria E Hyler, and Madelyn Gardner. Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute, 2017.

Ganz, Jennifer B., et al. “ Use of AAC in Classroom Contexts: Supporting Communication and Engagement.”  Journal of Special Education Technology  37, no. 1 (2022): 45–58.

Guskey, Thomas R. “Professional Development and Teacher Change.” Teachers and Teaching 8, no. 3 (2002): 381–91.

Hargreaves, A., and M. Fullan. Professional Capital: Transforming Teaching in Every School. 2nd ed.  Teachers College Press, 2020.

Kent-Walsh, Jennifer, and David McNaughton. “Communication Partner Instruction in AAC: Present Practices and Future Directions.” Augmentative and Alternative Communication 21, no. 3 (2005): 195–204.

Kent-Walsh, Jennifer, Kimberly A Murza, Melissa D Malani, and Cathy Binger. “Effects of Communication Partner Instruction on the Communication of Individuals Using AAC: A Meta-Analysis.” Augmentative and Alternative Communication 31, no. 4 (2015): 271–84.

Kuyler, Mari, et al. “Qualitative Case Study Approaches in Inclusive Education Research.” Educational Research Review  40 (2025).

Light, Janice, and David McNaughton. “Communicative Competence for Individuals Who Require Augmentative and Alternative Communication: A New Definition for a New Era of Communication?” Augmentative and Alternative Communication 30, no. 1 (March 10, 2014): 1–18. https://doi.org/10.3109/07434618.2014.885080.

McKenzie, Judith. “Teacher Preparedness for Inclusive Education in South Africa.”  South African Journal of Education 42, no. 2 (2022): 1–10.

McKenzie, Judith, and Roy McConkey. “Sustaining Inclusive Education Practices in Low-Resource Contexts.” International Journal of Inclusive Education  27, no. 5 (2023): 567–83.

McNaughton, David, Janice Light, and Kimberly Arnold. “Getting Started with AAC: Supporting Teachers and Learners.” Augmentative and Alternative Communication 36, no.3 (2020): 123–34.

Oliver, Mike. “The Social Model of Disability.” In Social Work, 137–40. Routledge, 2023.

Pillay, Julian. “Ethical Considerations in South African Educational Research .” South African Journal of Education  34, no. 1 (2014): 1–9.

Rispoli, Mandy, et al. “AAC Interventions for Learners with Communication Needs.” Journal of Autism and Developmental Disorders  50, no. 3 (2020): 1021–34.

Romski, MaryAnn, and Rose Sevcik. “Augmentative Communication and Early Intervention: Myths and Realities.” Infants & Young Children 18 (July 1, 2005): 174–85.

Ruslin, Ruslin, Saepudin Mashuri, Muhammad Sarib Abdul Rasak, Firdiansyah Alhabsyi, and Hijrah Syam. “Semi-Structured Interview: A Methodological Reflection on the Development of a Qualitative Research Instrument in Educational Studies.” IOSR Journal of Research & Method in Education (IOSR-JRME) 12, no. 1 (2022): 22–29.

Schlosser, Ralf W., and David Lee. “Effects of Speech-Generating Devices in Inclusive Classrooms.” Research in Developmental Disabilities  112 (2021).

Sibanda, L., and D. Mhlanga. “Case Study Research in Rural Education Contexts.” Journal of Rural Education  39, no. 1 (2024): 22–34.

Sigafoos, Jeff, et al. “AAC and Learner Autonomy.” Augmentative and Alternative Communication  39, no. 2 (2023): 89–101.

Terblanche, Elmarie, Michelle Pascoe, and Michelle Harty. “Thematic Analysis in AAC Research.” South African Journal of Communication Disorders  72, no. 1 (2025): 1–12.

van der Merwe,  H., Erna Amelia Alant, and Carla Uys. “AAC Training and Teacher Attitudes in South African Schools.” South African Journal of Education  41, no. 3 (2021): 1–12.

Versfeld, N., and L. Mapaling. “Ethics in Educational Research in South Africa.” Education as Change  28 (2024): 1–15.

van der Walt, H., and Erna Alant. “Professional Development for AAC Implementation in South Africa.”  Augmentative and Alternative Communication  38, no. 2 (2022): 75–88.

 

Dr. Maite E. Maebana began his academic career in 1994 as a secondary school teacher in one of the secondary schools in the Mankweng Circuit, South Africa. As a committed lifelong learner, He later earned an ACE (2012), a BEd Honours (2015), an MEd in Inclusive Education (2017), and a PhD in Curriculum Studies (2021). He lectured at the University of Limpopo before joining UNISA’s Department of Inclusive Education in 2021. His professional development includes training in assessment, moderation, curriculum transformation, emotional intelligence, and ethics.

Maebana, Maite E. “Reducing educator scepticism toward Augmentative and Alternative Communication through professional development in Sekhukhune District Special Schools, South Africa.” E-Journal of Humanities, Arts and Social Sciences 7, no.5 (2026): 1397 – 1411.  https://doi.org/10.38159/ehass.20267518

© 2026 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

Articles in this Issue

About Journal