Abstract:
Manual signing using keywords, an unaided augmentative and alternative communication (AAC) strategy, has an important role to play in the education system. To date, limited research exists with regard to the usage and effectiveness of unaided AAC strategies in the school environment. This gap is even more pronounced in the South African context. To address this research gap, the current study aimed to explore the perceptions of teachers towards the use of unaided AAC strategies in the educational context. The study used a quantitative, non-experimental survey, involving fixed and open-ended questions. The sample focused upon five urban school districts within the Gauteng province and considered both public and private schools for learners with special educational needs (LSEN), since these schools accommodate learners with a broad spectrum of disabilities and are likely to include learners with complex communication needs (CCN). A total of 101 teachers from ten schools participated. The participants identified various factors which influence manual signing within the educational system. These factors are related to the teachers’ school and classroom context (e.g. school culture), the team members involved (e.g. parents), community awareness, learner related factors and training needs. These identified factors and challenges are assessed and discussed with reference to both local and international norms. Recommendations are made with regard to expanding both an understanding and acceptance of unaided AAC strategies as a further means to support learning in the educational context for learners with special educational needs.
