The Effect of an Augmentative and Alternative Communication (AAC) Training Program on Perception upon AAC and AAC Teaching Efficacy among Myanmar Special Education Personnel

Providing education to children with disabilities in Myanmar faces significant challenges, primarily due to limited resources and a shortage of trained professionals. The special education system is underdeveloped, making it difficult for children with complex communication needs (CCN) to engage in educational and social interactions. Teachers often lack the confidence and knowledge required to implement educational interventions such as Augmentative and Alternative Communication (AAC). This study evaluated the impact of AAC training on the perceptions and teaching efficacy of 19 staff members at an NGO-based special education center in City A, Myanmar. Participants included special education teachers, physiotherapists, paraprofessionals, and administrators working with students who have communication challenges. Using a one-group pretest-posttest design, the study assessed changes in participants’ perceptions of AAC and their teaching efficacy, with data analyzed through dependent sample t-tests. Results indicated a significant improvement in participants’ knowledge of AAC following the training program, which also notably enhanced their confidence in teaching communication. These findings underscore the need for further AAC training in Myanmar’s special education sector.