An AAC Training Program for Special Education Teachers: A Case Study of Palestinian Arab Teachers in Israel

Abstract

We present an augmentative and alternative communication (AAC) training program provided to 20 special education teachers in a Palestinian Arab community in Israel. The training program consisted of didactic workshops interleaved with on-site supervision. Instructional goals included creating awareness, imparting knowledge, and assisting teachers to develop and use AAC within their classrooms. Prior to training, we administered a questionnaire to assess teachers' knowledge, practices, and attitudes in relation to AAC. The questionnaire was re-administered and individual interviews were conducted post-training to determine the program's impact on knowledge, practices, and attitude barriers. Teachers' responses revealed that training helped them to address barriers to AAC intervention. The responses also provided insights into the linguistic and cultural challenges of AAC implementation within the Palestinian Arab community.

• AAC training models
• special education
• barrier model
• knowledge
• practice
• attitudes
• Palestinian
• Arabic