Literacy learning strategies implemented by teachers to support literacy development for learners with complex communication needs in underserved schools in KwaZulu-Natal

Abstract

Background: Children with Complex Communication Needs (CCN)’ literacy acquisition is often overlooked and they are often not taught the necessary skills required to learn literacy skills (Manoharan et al., 2022). Successful literacy attainment for these learners is dependent on the skills of the teacher to provide a communicatively successful environment to facilitate literacy learning. Objective: The aim of this study was to investigate the literacy learning strategies implemented by teachers to support literacy development for learners with complex communication needs who are non-speaking in underserved schools. Method: The study utilised was predominantly quantitative with a minor aspect being qualitative. Non-probability purposive sampling techniques was used to recruit eight teachers in the foundation phase (3) and intermediate phase (5). The data was collected using a semi structured interview schedule (SSIS) and a classroom observation checklist. The closed-ended questions from the semi structured interview and classroom observation checklist were analysed using descriptive statistics and open-ended questions from the interview were analysed using inductive thematic analysis. Results: The results of this study quantitatively and qualitatively from the SSIS revealed a lack of resources for all learners with CCN, lack of teacher training and support from speech language therapists (SLT). Moreover, teachers appeared to express limited in knowledge pertaining to literacy facilitation and an understanding of Augmentative and Alternative Communication (AAC) for learners with CCN. The checklist findings revealed limited teacher- learner interactions, and opportunities for learners with CCN to communicate. Additionally, the classrooms were not set up to facilitate language and literacy learning for learners. Conclusion: The findings of this study highlighted that special needs schools in rural areas tend to be underserved by SLTs and are under-resourced. This study further highlighted the need for collaboration between speech language therapists and teachers to support communication and literacy development of learners with complex communication needs who are non-speaking. Additionally, the need for ongoing teacher training in relation to AAC and literacy implementation for learners with CCN. The training needs to be aimed at aiding teachers in understanding of CCN and how to create a more inclusive classroom environment to enhance communication and literacy opportunities for such learners.