Barriers to Teaching Non‐speaking Learners with Intellectual Disabilities and their Impact on the Provision of Augmentative and Alternative Communication

Abstract

The purpose of this investigation was to gain an understanding of the challenges of teaching non‐speaking learners with intellectual disabilities and the scope of augmentative and alternative communication (AAC) used in primary school settings in Gaborone, Botswana. A qualitative interview methodology was used to investigate the experiences of 11 special educators working with non‐speaking learners with intellectual disabilities. Participants of the study revealed that teaching non‐speaking students with intellectual disabilities is challenging. The study further showed that AAC systems were not widely used in Botswana, and that teachers lacked knowledge and skills. Nevertheless, the participants recognised the importance of AAC in enhancing the functional communication skills of the non‐speaking learners with intellectual disabilities. Based on the findings recommendations are made to pave the way forward.

Keywords:

• augmentative and alternative communication (AAC)
• intellectual disabilities
• special education in Botswana
• qualitative research

Acknowledgements

The authors wish to thank all participants for contributing their valuable time during data collection. The comments and suggestions provided by Rajinder Koul and Ralf W. Schlosser are greatly appreciated. There was no research funding for this study, and no restrictions have been imposed on free access to, or publication of, the research data.