Establishing Context

Current mechanisms for adopting and supporting high-tech augmentative alternative communication (AAC) within special-education appear limited in their success, despite recognition of the potential benefits they represent young emerging communicators. Prior research this field has been restricted to discrete survey or interview methodologies. We present a five-month mixed-methods ethnographic study school explore facilitators barriers experienced by those using technology, with children who have little no functional speech, stimulate language comprehension. Our analysis supports outcomes earlier studies, but also furnishes novel insights into scale urgency addressing problem—with implications user-centred design community. highlight infrastructure, policy, recruitment deficits, propose two-fold solution: (i) an increase engagement population through provision enhanced, support; (ii) induction cross-disciplinary role Assistive Technologist, serve as mediator between teacher, aided communicator, assistive technology. This work represents contribution towards establishing more effective operational, interactional, pedagogical support learners devices.