Listening to Practitioners: A Critical Reflection on AAC Use in Supporting Children and Young Adults with Autism

Abstract

This article reflects on my experience of conducting an undergraduate research project exploring practitioners’ experiences of using Augmentative and Alternative Communication (AAC) with children and young adults with autism at the Autism Centre for Excellence (ACE), New Delhi. Based on five semi-structured interviews, the project explored the perceived benefits of AAC alongside the practical challenges associated with its implementation. The reflection considers three interconnected dimensions: methodological decision-making, the ethics of representing practitioner perspectives and my development as a researcher. The findings challenged a device-centred understanding of communication support by highlighting the importance of individualised systems, caregiver involvement, accessibility and consistency across settings. However, reflecting on the research process also raised questions about whose perspectives were represented, how practitioner accounts were interpreted and the limitations of presenting a small organisation-specific study. Drawing on reflexive thematic analysis and literature on autistic experience and augmentative communication, I consider how research assumptions can shape the production and interpretation of knowledge. Fundamentally, the project reinforced the importance of epistemic humility, methodological reflexivity and ethical representation. These lessons will inform my future approach to psychological research, especially research involving marginalised groups and complex relationships between individuals and their social environments.