Reducing educator scepticism toward Augmentative and Alternative communication through professional development in Sekhukhune District Special Schools, South Africa

This study provides a report on how professional development influences educator scepticism toward Augmentative and Alternative Communication (AAC) use in special schools within the Sekhukhune District of South Africa. Despite the demonstrated benefits of AAC for learners with complex communication needs, resistance and scepticism among educators continue to hinder effective implementation in inclusive and special education settings. Grounded in theories of professional learning and inclusive pedagogy, this qualitative study explored educators’ perceptions before and after engagement in structured professional development programmes designed to build AAC knowledge, skills, and confidence. Data was collected through semi-structured interviews and reflective journals from purposively selected teachers across five special schools. Thematic analysis revealed that targeted professional development significantly reduced uncertainty and negative attitudes toward AAC by increasing educators’ understanding of communication diversity, practical AAC strategies, and integration into teaching routines. Participants reported enhanced self-efficacy, greater willingness to apply AAC tools, and improved collaboration with therapists and caregivers. The study also highlights ongoing challenges, including limited institutional support, resource constraints, and the need for sustained in-school coaching. Findings underscore the critical role of contextually relevant professional learning in transforming educator mindsets and fostering more inclusive communication practices. The research contributes to the body of knowledge on AAC adoption in under-resourced settings and offers actionable recommendations for policymakers, school leaders, and teacher development facilitators aiming to strengthen AAC integration in special and inclusive education.