Date
4-29-2026
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Lucinda Spaulding
Keywords
augmentative alternative communication, AAC, special education, assistive technology, Speech Language Pathologist
Disciplines
Communication
Recommended Citation
Benton, Macall Brown, "Elementary Special Educators’ Intentions Regarding the Utilization of High-Tech Augmentative and Alternative Communication Devices in the Classroom: A Transcendental Phenomenological Study" (2026). Doctoral Dissertations and Projects. 8183.
https://digitalcommons.liberty.edu/doctoral/8183
Abstract
The purpose of this phenomenological study was to understand the intentions of elementary special educators in the South County School District regarding the utilization of high-tech augmentative and alternative communication (AAC) in their classrooms. The Technology Acceptance Model (TAM) served as the overarching theoretical framework for the study, emphasizing that a person's behavior is based on their intentions and attitude toward a particular subject. The central research question asked, how do elementary special educators describe their experiences that influence their intentions to implement high-tech AAC devices with students who have complex communication needs? A transcendental phenomenological research design was used because it offers an unbiased viewpoint on educators' perspectives on using high-tech AAC in the classroom. Participants in the study included ten elementary special educators, ranging from Pre-K to 5th grade. The study used three data-collection instruments: individual interviews, letter writing, and a focus group. All transcriptions gathered during the data collection process were compared to triangulate the data, which helped to ensure a rich data synthesis. The data analysis was descriptive in nature and focused on the intentions and perspectives of the participants. Participants consistently described a route from initial overwhelm to successful use, shaped by four themes: (a) It Gives Them a Voice, (b) Lack of Training, (c) It Gets Easier with Time, and (d) Learning Together. The findings indicate that teachers’ intentions to implement high-tech AAC are not only shaped by their attitudes toward technology, but they are also more motivated to support AAC use in their classrooms when they feel it is benefiting their students, and they receive adequate support themselves.
