Breaking the Silence: Norwegian Teachers' Perspectives on Adapting Language Environments for AAC Users

Siv Egeland-Eriksen ¹ Ingrid Bjørkøy ² Marit Pettersen ² Sobh Chahboun ^2*

• ¹ Krossen School, Kristiansand, Norway, Kristiansand, Norway
• ² Queen Maud University College, Trondheim, Norway

Many children experience challenges and limitations in spoken language and require the use of alternative and augmentative communication (AAC) to communicate effectively. Learning to communicate with AAC involves a systematic training process and the language environment of the AAC users must be adapted to suit their specific needs. The aim of the study is to enhance knowledge on how to establish a positive language environment for children using augmentative and alternative communication (AAC). A qualitative approach involving three semi-structured interviews with teachers from three distinct units within the same county i Norway was utilized. Elements such as teachers’ knowledge and skills in AAC, communication partner and language model, use of communication material and aids and attitudes have been recognized to enhance positive communication with children who use AAC. A combination of knowledge and effective organization is essential for prioritizing the creation of a positive language environment, enabling children who use AAC to develop and acquire practical language skills for lifelong use.