Special Education ETDs

Publication Date

Fall 12-13-2025

Abstract

Parents of children who have extensive support (ESN) who use augmentative and alternative communication (AAC) have reported challenges in supporting their children’s communication in home and community contexts. This qualitative interview study explored the perspectives of six mothers of children with ESN who use aided AAC to examine the supports families have, or would like to have, to integrate aided AAC meaningfully into their child’s communication in home and community settings. Findings revealed that these parents were the primary force behind their child’s access to aided AAC due to limited support from formal systems and professionals. Themes included: parents’ deep knowledge and value of their children, their role in securing AAC access, ongoing learning, navigating and challenging systems, desire for their children to be seen and understood, and the importance of relationships. This study highlights the need for professionals to align AAC practices with family values and goals.

Keywords

augmentative and alternative communication (AAC), extensive support needs (ESN), parents, family-centered practice, family systems, qualitative interview study

Document Type

Dissertation

Language

English

Degree Name

Special Education

Level of Degree

Doctoral

Department Name

Special Education

First Committee Member (Chair)

Susan R. Copeland, Ph.D.

Second Committee Member

Ruth Luckasson, J.D.

Third Committee Member

Cathy Binger, Ph.D.

Fourth Committee Member

Sarah Carlson, Ph.D.

Fifth Committee Member

Megan Martins, Ph.D.

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