Teacher Training’s Content and Delivery Method Related to Augmentative and Alternative Communication (AAC): A Systematic Literature Review (SLR)


  • Sook Wei Loi
  • Syar Meeze Mohd Rashid
  • Hasnah Toran


Augmentative and Alternative Communication; teacher training; special education; course content; course delivery


Augmentative and Alternative Communication (AAC) is one of the methods used to assist students with communication problems, particularly those in special education who suffer from speech delay and total loss of speech, for example, those with processed autism, cerebral palsy, or intellectual disabilities. The implementation of AAC in Malaysia’s schools falls primarily on the shoulders of special education teachers. However, past research has demonstrated that most special education teachers do not undergo enough teacher training to equip themselves with skills and knowledge in the field of AAC. There is scant literature about teacher training related to AAC as there has been a lack of guidelines in terms of AAC training for educators. Therefore, a Systematic Literature Review (SLR) was carried out to identify teacher training in AAC in terms of content and delivery method so that it can be used as a reference for an upcoming teacher training course. By using PRISMA, as a guideline, the Google Scholar and Scopus databases yielded a total of 18 articles. Findings reveal that previous teacher preparation programmes did not go into detail about delivery methods, particularly when it comes to how theory and practical experience are combined to maximise learning for collaborative skills and AAC-related information that was becoming more technologically advanced and online-based. Future studies should examine how each delivery modality impacts teacher learning in AAC and how to enhance in-field training to reduce the gap between theory and practice concerns in teacher preparation.



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