Enhancing Independence and Self-Advocacy through Curriculum Adaptation and Augmentative and Alternative Communication (AAC) Tools in Sekhukhune District Special Schools, Limpopo

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Learners with communication challenges in special schools require a tailored educational strategy to support their independence and self-advocacy. This study explores the integration of curriculum adaptation and augmentative and alternative communication (AAC) tools in special schools within Sekhukhune District, Limpopo Province, South Africa. The main objective was to enhance long-term independence and self-advocacy among these learners. Following a qualitative research approach, the study used interviews to gain insight into the experiences, perceptions, and challenges of teachers in implementing AAC tools and adapted curricula. A thematic content analysis of qualitative data reveals how specific adaptations, such as individualized learning plans, accessible teaching materials, and AAC tools, supported interactions and contributed to learners’ ability to express themselves, make decisions, and participate actively in their education and social environments. The findings of the study aim to identify best practices, challenges, and recommendations for teachers, policymakers, and support staff to improve inclusive education strategies. Highlighting the lived experiences of teachers and support staff underscores the need for a holistic, context-sensitive approach to curriculum adaptation and AAC implementation in special schools. This study contributes to the existing literature by advocating for policy improvements, teacher training, and greater accessibility of AAC tools in special education settings, ultimately promoting empowered communication and lifelong independence among learners with communication challenges.

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