Experiences of school-based professionals delivering AAC to bilingual students in the US: challenges and strategies

This study used action research (AR) methodology to investigate the challenges faced by school-based professionals in the implementation of augmentative and alternative communication (AAC) with bilingual children and to identify the strategies they used to implement bilingual AAC despite these challenges. Over a period of 10 months, 15 AAC service providers participated in an action research study aimed at exploring the implementation of bilingual AAC strategies in their respective work settings. Qualitative analysis of monthly planning meetings and reflection questionnaires revealed several challenges to bilingual AAC implementation, such as systemic barriers, language ideology influences, and barriers to working with culturally and linguistic diverse (CLD) families. Participants implemented bilingual AAC despite those challenges through collaboration with both bilingual and monolingual colleagues, the integration of home language in therapy and classroom settings, and engagement with CLD families using a family-centered approach. The study highlights the need for systemic changes, professional training, and increased bilingual resources to promote culturally and linguistically affirming AAC interventions.