Document Type
Article
Publication Date
Fall 2024
Abstract
Students with special needs across the country and the world continue to struggle to gain functional language and communication skills, and build a vocabulary to use throughout life. Research shows that augmentative and alternative communication or speech-generating devices can be a special, useful, and powerful tool for students' language skills. Based on a literature review of augmentative and alternative communication devices, early childhood, and assistive technology, an in-class study was performed in a Virginia Early Childhood Special Education classroom. The results indicate that augmentative and alternative communication devices and assistive technology have a positive impact on students' language and vocabulary skills. Further research is needed to identify the benefits assistive technology and augmentative and alternative communication devices can bring to early childhood education. A longer-term study would help determine more benefits that could not be seen in a short-term study.