Graduation Year

2023

Document Type

Dissertation

Degree

Ph.D.

Degree Name

Doctor of Philosophy (Ph.D.)

Degree Granting Department

Special Education

Major Professor

David H. Allsopp, Ph.D.

Committee Member

Lyman Dukes III, Ph.D.

Committee Member

Sanghoon Park, Ph.D.

Committee Member

Nayef Alzaraa, Ph.D.

Keywords

Autism, Agentive and Alternative Communication, Special Education Teachers, School Readiness, Saudi Arabia

Abstract

This qualitative study aimed to explore the perceptions of Saudi special education teachers regarding teaching minimally verbal students with autism spectrum disorder (ASD) and factors facilitating the use of Augmentative and Alternative Communication (AAC) system in their classroom. Semi-structured interviews were conducted with five Saudi special education teachers. Teachers were from three schools at the General Directorate of Education in Unaizah, Saudi Arabia. The findings were analyzed by using thematic analysis. Findings revealed that Saudi special education teachers faced many challenges when teaching students with ASD who have minimal verbal abilities which includes expression difficulties, challenging behavior, and teacher-related challenges. Also, findings revealed that although teachers, generally, have positive attitudes toward using AAC to enhance communication skills for students with autism, they reported no or limited implementation of ACC with students with ASD. For a successful implementation of AAC, findings revealed that five of Ely's eight conditions were perceived to have a great influence on facilitating the implementation of such an intervention which includes knowledge and skills, resources, participation, commitment, and leadership. These findings were discussed in the light of international literature and the local context. The findings may help in increasing Saudi schools’ readiness for effective implementation of AAC systems with students with ASD by addressing these factors.

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