Powered Augmentative and Alternative Communication in Irish Special Education

Contextual Factors for Equitable Implementation

Authors

  • Niamh Murray Drumconrath National School, Meath, Ireland
  • Sylwia Kazmierczak-Murray Dublin City University

Keywords:

powered AAC, implementation, Consolidated Framework for Implementation Research, special education classroom

Abstract

This paper reports on the implementation of powered augmentative and alternative communication (AAC) in special education in Ireland. An online, cross-sectional survey was used to gather teachers’ perspectives on the barriers to the successful adoption, implementation, and sustainability of powered AAC in schools. The Consolidated Framework for Implementation Research (CFIR) conceptually guided both the survey design and data analysis. Findings from 297 completed surveys revealed that the implementation of powered AAC in Irish special education is fragmented, inconsistent, and unsupported. Key issues include a lack of quality training and ongoing support, insufficient planning for and evaluation of powered AAC in schools, and inadequate collaborative processes. The research highlights systemic fragmentation surrounding powered AAC implementation and calls for greater support for its effective and sustained adoption in special education in Ireland.

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Published

2026-02-04

How to Cite

Murray, N., & Kazmierczak-Murray, S. (2026). Powered Augmentative and Alternative Communication in Irish Special Education: Contextual Factors for Equitable Implementation. REACH: Journal of Inclusive Education in Ireland, 39(1). Retrieved from https://reachjournal.ie/index.php/reach/article/view/655

Issue

Vol. 39 No. 1 (2026): REACH Journal of Inclusive Education in Ireland

Section

Articles

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Copyright (c) 2026 REACH: Journal of Inclusive Education in Ireland

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