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Building Capacity for Bilingual Augmentative and Alternative Communication: Insights From Professional Learning Community Participants.

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Bibliographic Details
Title: Building Capacity for Bilingual Augmentative and Alternative Communication: Insights From Professional Learning Community Participants.
Authors: Clarke, Michael T.1 mclarke@psu.edu, Soto, Gloria1
Source: Language, Speech & Hearing Services in Schools. Oct2025, Vol. 56 Issue 4, p1273-1286. 14p.
Subject Terms: *SCHOOL environment, *FACILITATED communication, *INTERPROFESSIONAL relations, *RESEARCH funding, *SCIENTIFIC observation, *QUESTIONNAIRES, *RESPONSIBILITY, *GOAL (Psychology), *REFLECTION (Philosophy), *CONFIDENCE, *PATIENT advocacy, *FAMILIES, *MULTILINGUALISM, *COMMUNICATIVE disorders, *THEMATIC analysis, *STUDENTS, *ATTITUDES of medical personnel, *PROFESSIONAL employee training, *ACTION research
Geographic Terms: UNITED States
Abstract: Purpose: This study examines the perspectives of augmentative and alternative communication (AAC) professionals on the impact of participation in a professional learning community (PLC) focused on delivering AAC services to bilingual children. Specifically, it investigates the professionals' perceptions on (a) their professional development, (b) the learning environments in which they work, and (c) the families and children they serve. Method: Over a period of 10 months, a PLC was formed with 15 AAC service providers who work with bilingual users of AAC in educational settings in the United States. Using an action research framework, the PLC engaged in iterative cycles of goal setting, action, observation, and reflection. Data were collected through recorded online PLC meetings and reflective questionnaires. Thematic analysis was used to analyze participants' perspectives on the impact of the PLC. Results: Participants described changes in their professional development, including increased focus on accountability, shifts in mindset, and confidence in advocating for bilingual AAC. Changes were also noted in learning environments, with reports of staff becoming more aware of bilingual AAC and incorporating it into classroom routines to different extents. Additionally, some families engaged more and with enthusiasm in AAC use. Participants observed instances of increased use of bilingual AAC among students, although the extent of home language incorporation varied. Conclusions: The findings suggest that participation in a collaborative and reflective PLC can facilitate professional development, improved AAC service delivery, and increased family and student engagement in bilingual AAC. Although the study does not claim direct causation, participants perceived meaningful changes linked to their PLC involvement. Future research should explore the scalability of PLCs in AAC and their long-term impact on service provision and client outcomes. [ABSTRACT FROM AUTHOR]
Database: Academic Search Index
Description
Abstract:Purpose: This study examines the perspectives of augmentative and alternative communication (AAC) professionals on the impact of participation in a professional learning community (PLC) focused on delivering AAC services to bilingual children. Specifically, it investigates the professionals' perceptions on (a) their professional development, (b) the learning environments in which they work, and (c) the families and children they serve. Method: Over a period of 10 months, a PLC was formed with 15 AAC service providers who work with bilingual users of AAC in educational settings in the United States. Using an action research framework, the PLC engaged in iterative cycles of goal setting, action, observation, and reflection. Data were collected through recorded online PLC meetings and reflective questionnaires. Thematic analysis was used to analyze participants' perspectives on the impact of the PLC. Results: Participants described changes in their professional development, including increased focus on accountability, shifts in mindset, and confidence in advocating for bilingual AAC. Changes were also noted in learning environments, with reports of staff becoming more aware of bilingual AAC and incorporating it into classroom routines to different extents. Additionally, some families engaged more and with enthusiasm in AAC use. Participants observed instances of increased use of bilingual AAC among students, although the extent of home language incorporation varied. Conclusions: The findings suggest that participation in a collaborative and reflective PLC can facilitate professional development, improved AAC service delivery, and increased family and student engagement in bilingual AAC. Although the study does not claim direct causation, participants perceived meaningful changes linked to their PLC involvement. Future research should explore the scalability of PLCs in AAC and their long-term impact on service provision and client outcomes. [ABSTRACT FROM AUTHOR]
ISSN:01611461
DOI:10.1044/2025_LSHSS-25-00044