Culturally and linguistically diverse student and family perspectives of AAC

Abstract

Augmentative and alternative communication (AAC) devices are important for nonverbal students with disabilities to communicate with the verbal world. AAC devices provide access to academic and social opportunities for students with disabilities. With the changing demographics of schools and an emphasis on meaningful, culturally relevant instruction for all students, it is important to consider how AAC devices are utilized and perceived by individuals from culturally and linguistically diverse (CLD) backgrounds and their families. This paper reviewed empirical studies that addressed the perspectives and use of AAC devices by CLD students with disabilities and their families. A total of N = 11 studies were selected spanning almost two decades of research related to AAC use in culturally and linguistically diverse populations internationally. Discussions and implications highlight the need for a deeper understanding of culture and race as they inform instruction for AAC users with disabilities and additional current studies related to this critical topic within the field.

Keywords:

• Augmentative communication
• disability
• special education
• language
• multicultural

Disclosure statement

No potential conflict of interest was reported by the authors.