Enhancing Independence and Self-Advocacy through Curriculum Adaptation and Augmentative and Alternative Communication (AAC) Tools in Sekhukhune District Special Schools, Limpopo

Maite E. Maebana ORCID iD 

Issue: Vol. 6 No.14 Article 9 pp. 3643 – 3657
DOI: https://doi.org/10.38159/ehass.20256149 | Published online 29th December, 2025
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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Learners with communication challenges in special schools require a tailored educational strategy to support their independence and self-advocacy. This study explores the integration of curriculum adaptation and augmentative and alternative communication (AAC) tools in special schools within Sekhukhune District, Limpopo Province, South Africa. The main objective was to enhance long-term independence and self-advocacy among these learners. Following a qualitative research approach, the study used interviews to gain insight into the  experiences, perceptions, and challenges of teachers in implementing AAC tools and adapted curricula. A thematic content analysis of qualitative data reveals how specific adaptations, such as individualized learning plans, accessible teaching materials, and AAC tools, supported interactions and contributed to learners’ ability to express themselves, make decisions, and participate actively in their education and social environments. The findings of the study aim to identify best practices, challenges, and recommendations for teachers, policymakers, and support staff to improve inclusive education strategies. Highlighting the lived experiences of teachers and support staff underscores the need for a holistic, context-sensitive approach to curriculum adaptation and AAC implementation in special schools. This study contributes to the existing literature by advocating for policy improvements, teacher training, and greater accessibility of AAC tools in special education settings, ultimately promoting empowered communication and lifelong independence among learners with communication challenges.

Keywords: AAC Tools, Curriculum Adaptation, Inclusive Education, Independence, and  Self-Advocacy

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Dr. Maite E. Maebana began his academic career in 1994 as a secondary school teacher in one of the Secondary school 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.. “Enhancing Independence and Self-Advocacy through Curriculum Adaptation and Augmentative and Alternative Communication (AAC) Tools in Sekhukhune District Special Schools, Limpopo.” E-Journal of Humanities, Arts and Social Sciences 6, no. 14 (2025): 3616 – 3642, https://doi.org/10.38159/ehass.20256149

© 2025 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/).

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