Asian Journal of Education and Social Studies

This study investigated the impact of Augmentative and Alternative Communication (AAC) technology on improving reading skills among children with multiple disabilities in primary schools within Morogoro Municipality, Tanzania. The study was driven by limited access to, and use of, AAC technologies in inclusive learning despite evidence that they enhance literacy and communication outcomes. It was guided by Constructivist Learning Theory and Universal Design for Learning (UDL) and employed a mixed-methods design with questionnaires and interviews of general and special education teachers. By its findings, it was established that most of the teachers had a positive attitude towards AAC devices and exhibited moderate use of AAC devices in instructional practices. AAC devices were found to improve reading fluency, comprehension, and reading material interest of the students considerably. Nevertheless, effective usage of the devices was stifled by certain factors like technical issues, lack of training, limited finances, and unsatisfactory systems of support. The study establishes that the devices hold promising support to inclusive education, though it is imperative to overcome contextual and systemic challenges in an attempt to bring out their benefits to the fullest. It recommends increased funding for teacher training, offering the devices, and policy integration to facilitate students with multiple disabilities to achieve literacy skills.