Assistive Technology and Augmentative and Alternative Communication from the Perspective of High School Teacher Training in Rio Grande do Sul

Abstract

The Brazilian Law of Inclusion guarantees access to Assistive Technology (AT) and Augmentative and Alternative Communication (AAC), as they are essential to ensure that everyone has access according to their individual needs. This article presents the results of a master's research that aimed to investigate how AT and AAC are being used to overcome learning barriers faced by nonverbal communication students in high schools in Rio Grande do Sul, Brazil. The qualitative research data were built using the Pedagogical Intervention research technique, conducted through a 40-hour teacher training course. The course included a needs assessment (from the registration form), course planning via Google Meet with support from FADERS and ABADEF, training meetings, and course evaluation through AAC boards created by the participants. Content analysis was the method used to organize and interpret the qualitative data. The results revealed the challenges faced by teachers and the growing need for such strategies to ensure the inclusion of these students. Teachers' feedback indicated high satisfaction with the training; most reported that this was their first time receiving training in this area and agreed on the potential improvements in communication and pedagogical decision-making. The research highlights the importance of teacher training in AT and AAC, the provision of accessible educational materials, and the urgent need to implement these practices for effective inclusion.